Increasing Sense of Community in Higher Education Nutrition Courses Using Technology.

Science.gov (United States)

Haar, Mindy

2018-01-01

Sense of community is integral across education formats and can affect achievement, interactivity, and retention. Factors shown to engage students and foster sense of community include the instructor focusing and directing discussions, encouraging open expression of opinions, responding to communications and feedback in a timely way, and giving the opportunity to build relationships. Technology has tremendous potential to enhance these activities at all levels of higher education. This article presents ways in which several technologies are used to enhance student experience in undergraduate and graduate nutrition course work across delivery formats. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Stakeholder-focused evaluation of an online course for health care providers.

Science.gov (United States)

Dunet, Diane O; Reyes, Michele

2006-01-01

Different people who have a stake or interest in a training course (stakeholders) may have markedly different definitions of what constitutes "training success" and how they will use evaluation results. Stakeholders at multiple levels within and outside of the organization guided the development of an evaluation plan for a Web-based training course on hemochromatosis. Stakeholder interests and values were reflected in the type, level, and rigor of evaluation methods selected. Our mixed-method evaluation design emphasized small sample sizes and repeated measures. Limited resources for evaluation were leveraged by focusing on the data needs of key stakeholders, understanding how they wanted to use evaluation results, and collecting data needed for stakeholder decision making. Regular feedback to key stakeholders provided opportunities for updating the course evaluation plan to meet emerging needs for new or different information. Early and repeated involvement of stakeholders in the evaluation process also helped build support for the final product. Involving patient advocacy groups, managers, and representative course participants improved the course and enhanced product dissemination. For training courses, evaluation planning is an opportunity to tailor methods and data collection to meet the information needs of particular stakeholders. Rigorous evaluation research of every training course may be infeasible or unwarranted; however, course evaluations can be improved by good planning. A stakeholder-focused approach can build a picture of the results and impact of training while fostering the practical use of evaluation data.

Hands-On Open Access Broadband Wireless Technology Lab Mapping Course Outcomes to Lab Experiments

Directory of Open Access Journals (Sweden)

Yazan Alqudah

2012-10-01

Full Text Available The unprecedented growth in wireless communication is offering opportunities and challenges for educators. Thanks to technology advances and job opportunities, more and more students are interested in wireless communications courses. However, bridging the gap between classroom and real-world experience remains a challenge. Advanced undergraduate communications courses typically focus more on theory. Some courses are given online, and lack hands-on experiments. Driven by feedback from industry and students, we propose practical laboratory experiments that attempt to bridge the gap between classroom and real world. The laboratory exercises take advantage of the infrastructure of deployed wireless networks and allow students to measure, and analyze data, as well as to interact. The proposed labs can be used even in online courses. This paper describes the experiments proposed, the procedures and typical results. The experiments are tied to course objective.

Aviation Maintenance Technology. Course Content Guides. FAA Approved Curriculum.

Science.gov (United States)

Shrawder, Jack; And Others

Course content guides are provided for the 30 courses in this aviation maintenance technology curriculum approved by the Federal Aviation Administration. Course titles are physics for technicians; aircraft information, regulations, and procedures; aircraft assembly; fundamentals of aircraft electronics; aircraft electrical components; aircraft…

Vertical and Horizontal Integration of Laboratory Curricula and Course Projects across the Electronic Engineering Technology Program

Science.gov (United States)

Zhan, Wei; Goulart, Ana; Morgan, Joseph A.; Porter, Jay R.

2011-01-01

This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are…

Design of the Accounting Course Focusing on the Development of Competences

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Ciudad-Gomez, Adelaida

2011-01-01

The aim of this work is to develop a proposal for a methodology in the university environment that enables us to design our course with an approach based on the development and acquisition of competences within the framework of the European Higher Education Area (EHEA), allowing a transition from a model focused on teaching to a model focused on…

Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

Directory of Open Access Journals (Sweden)

Alvin Prasad

2015-08-01

Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

Description and preliminary evaluation of a diabetes technology simulation course.

Science.gov (United States)

Wilson, Rebecca D; Bailey, Marilyn; Boyle, Mary E; Seifert, Karen M; Cortez, Karla Y; Baker, Leslie J; Hovan, Michael J; Stepanek, Jan; Cook, Curtiss B

2013-11-01

We aim to provide data on a diabetes technology simulation course (DTSC) that instructs internal medicine residents in the use of continuous subcutaneous insulin infusion (CSII) and continuous glucose monitoring system (CGMS) devices. The DTSC was implemented during calendar year 2012 and conducted in the institution's simulation center. It consisted of a set of prerequisites, a practicum, and completion of a web-based inpatient CSII-ordering simulation. DTSC participants included only those residents in the outpatient endocrinology rotation. Questionnaires were used to determine whether course objectives were met and to assess the satisfaction of residents with the course. Questionnaires were also administered before and after the endocrine rotation to gauge improvement in familiarity with CSII and CGMS technologies. During the first year, 12 of 12 residents in the outpatient endocrinology rotation completed the DTSC. Residents reported that the course objectives were fully met. The mean satisfaction score with the course ranged from 4.0 to 4.9 (maximum, 5), with most variables rated above 4.5. Self-reported familiarity with the operation of CSII and CGMS devices increased significantly in the postrotation survey compared with that on the prerotation survey (both p technologies. In light of these preliminary findings, the course will continue to be offered, with further data accrual. Future work will involve piloting the DTSC approach among other types of providers, such as residents in other specialties or inpatient nursing staff. © 2013 Diabetes Technology Society.

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Establishment of a course for Focused Assessment Sonography for Trauma

International Nuclear Information System (INIS)

Abu-Zidan, Fikri M.; Kazzam, Elsadig E.; Czechowski, Janusz J.; Dittrich, Kenneth

2005-01-01

Focused Assessment Sonography for Trauma (FAST) is not widely practiced by Trauma Surgeons in the Middle East despite its international acceptance. A FAST course was established by the Trauma Group at the Faculty of Medicine and Health Sciences at United Arab Emirates (UAE) University aiming to introduce doctors who have limited experience of ultrasound to the basics of FAST. This article summarizes the content of the course; the evaluation of the participants and their recommendations. An 8 hour FAST course was offered to 18 participants in May 2004 in the Faculty of Medicine and Health Sciences, UAE University, Al-Ain, UAE. Lectures with syllabus material were used to cover the following topics: basic ultrasound physics, knobology and sonographic orientation, the FAST scan, chest and cardiac trauma sonographic evaluation, training and credentialing issues. Each participant received 3 hours of hands-on ultrasound instruction. On completion of the course participants responded anonymously to an evaluation questionnaire. All participants responded to the questionnaire (100% response rate). Delegates found the course well organized, relevant, met their needs and encourages them to use FAST in their own practice. The course objectives were met. Participants suggested that including actual patients and the use of animal models improve the practical sessions. Organizing a FAST course is an important step towards recognizing and implementing it in practice. Nevertheless, there is a need for appropriate quality assurance and credentialing guidelines before commencing. (author)

Developing Course Materials for Technology-Mediated Chinese Language Learning

Science.gov (United States)

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Technological Literacy for All: A Course Designed to Raise the Technological Literacy of College Students

Science.gov (United States)

Baskette, Kimberly G.; Fantz, Todd D.

2013-01-01

Understanding what technology is, and is not, is the first step in becoming technologically literate. One should also understand how technology is created, how it works, how it shapes society, and how society shapes technology. This study was designed to gauge the ability of a single-semester course to raise students' technological literacy as…

Criteria for Using Technology To Teach the Basic Course in Communication.

Science.gov (United States)

Eadie, William F.; Andersen, Peter A.; Armas-Matsumoto, Catherine M.; Block, Evan; Martin, Patricia Geist; Goehring, Charles; Good, Jeffrey; Hellweg, Susan A.; Knight, Laura L.; Lubic, Bryan; Spitzberg, Brian H.

This paper describes the beginnings of a project to remake the oral communication general education course--part of the vision for the course is to use technology to help students learn course content. According to the paper, currently the basic course is taught mostly in traditional format (relatively small sections with set assignments), with…

Big Data Science Education: A Case Study of a Project-Focused Introductory Course

Science.gov (United States)

Saltz, Jeffrey; Heckman, Robert

2015-01-01

This paper reports on a case study of a project-focused introduction to big data science course. The pedagogy of the course leveraged boundary theory, where students were positioned to be at the boundary between a client's desire to understand their data and the academic class. The results of the case study demonstrate that using live clients…

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

Science.gov (United States)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.

Plutonium focus area. Technology summary

International Nuclear Information System (INIS)

1997-09-01

The Assistant Secretary for the Office of Environmental Management (EM) at the U.S. Department of Energy (DOE) chartered the Plutonium Focus Area (PFA) in October 1995. The PFA open-quotes...provides for peer and technical reviews of research and development in plutonium stabilization activities...close quotes In addition, the PFA identifies and develops relevant research and technology. The purpose of this document is to focus attention on the requirements used to develop research and technology for stabilization, storage, and preparation for disposition of nuclear materials. The PFA Technology Summary presents the approach the PFA uses to identify, recommend, and review research. It lists research requirements, research being conducted, and gaps where research is needed. It also summarizes research performed by the PFA in the traditional research summary format. This document encourages researchers and commercial enterprises to do business with PFA by submitting research proposals or open-quotes white papers.close quotes In addition, it suggests ways to increase the likelihood that PFA will recommend proposed research to the Nuclear Materials Stabilization Task Group (NMSTG) of DOE

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

Science.gov (United States)

Foulger, Teresa S.; Buss, Ray R.; Wetzel, Keith; Lindsey, LeeAnn

2015-01-01

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…

Creating and Diffusing a Technology Champion Course

Science.gov (United States)

Granitz, Neil; Hugstad, Paul

2004-01-01

Excitement has been generated for using Internet technology as a vehicle to further numerous educational objectives, including enhanced student learning, greater integration of business school functional areas, and increased job market relevance. This article discusses how the Introductory Internet Marketing course can be positioned as a…

Science, Technology, and Society: Some Philosophical Reflections on a Grade 11 Course.

Science.gov (United States)

Gardner, Paul L.

1993-01-01

Speculates on factors that may influence the lack of status of a "Science and Technology" course for grade 11 in British Columbia. Suggests that Aristotelian conceptions of the superiority of pure science over practical knowledge affect the status of school subjects. Questions the course's portrayal of the nature of technology and…

Information Technology Management: Course Re-Design Using an Assessment Driven Approach

Science.gov (United States)

Schwieger, Dana; Surendran, Ken

2013-01-01

One of the core courses in the IS2010 Model Curriculum Guideline is "IS Strategy, Management and Acquisition" ("ISMA"). The authors redesigned their pre-IS2010 model Information Technology Management (ITM) course to meet the skills development stated in the ISMA course. Since the IT discipline is changing rapidly, the technical…

Development and Evaluation of Senior High School Courses on Emerging Technology: A Case Study of a Course on Virtual Reality

Science.gov (United States)

Chen, Chi-Tung

2012-01-01

In Taiwan, the National Science Council has implemented the High Scope Program (HSP) since 2006. The purpose of this study was to analyze the development and effectiveness of senior high school HSP courses on emerging technology. This study used a course on virtual reality as an example, to investigate the influence of emerging technology courses…

THE TECHNOLOGIES OF DESIGNING THE DISTANCE COURSE FOR PRIMARY SCHOOL TEACHERS’ TRAINING

Directory of Open Access Journals (Sweden)

Juliia Katasonova

2016-11-01

Full Text Available Nowadays distance education became one of the main forms of studying and became popular in many countries of the world. The rash development of technologies, increasing of the education significance and global informatization makes distance learning one of the foreground directions of the modern education. Nowadays distance learning became an essential part of Primary school teachers professional preparation. There is an actual question of the creation and the implementation of distance courses to the preparation of the future primary school teachers, that will significantly increase the quality of studying. During the process of analyzing the literature, it was identified, that distance learning – is a pedagogical technology. That`s why, before beginning the designing of a distance course, you should remember the main components of a pedagogical technology. In the work «The components of the pedagogical technology», written by V. Bespalko, the foundation of the pedagogical techoogy is considered to be didactics. Modern scientists (V. Kremen, Ye. Rybalko, S. Sysoieva, A. Khutorskyi support the position of V.Bespalko and connect didactic principles with the organization of distance learning.The closest to our understanding appeared some theoretical positions of the work by V. Bikov, V. Kuharenko e.tc., that is called «The technologies of developing of the distance course:tutorial»,in which they offer five stages of designing of the online course: analysis, designing, development, implementation, valuation. During designing of a course, you also should remember about technical methods of realization of the distance education. V. Vishnivsky mentions, that a choice of the e-learning platform is a very important step. Modern platforms divide into two big categories: commercial and free. Try to determine basic steps of designing and creating of a distance course for the future Primary school teachers and use the result during the creation of the

A technology enhanced course for communication incorporating empathy

OpenAIRE

Tosh Yamamoto; Masanori Tagami; Maki Okunuki

2013-01-01

This paper aims at the dissemination of a new course design, which reports and shares our experience of designing a new course to meet the new needs in the society. The higher education has been focusing on developing students’ logical thinking or reasoning skills through debate, believing that such skills would make the students succeed in the society after graduation. However, from the view point of resilience in the society after a natural disaster, which usually demolishes the fundamental...

Pre-service teachers' competencies for technology integration: Insights from a mathematics-specific instructional technology course

NARCIS (Netherlands)

Agyei, D.D.; Voogt, Joke; Resta, P.

2012-01-01

A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by

Technology of a small plasma focus

International Nuclear Information System (INIS)

Lee, S.

1990-01-01

This paper reviews plasma focus technology, including the underlying dynamic and energy balance theory, scaling of the neutron yield, cost effectiveness of the design, as well as the main subsystems, e.g., capacitor bank, spark-gap switch and triggering electronics, the plasma focus tube, some simple diagnostics, and a high-voltage charger. It discusses the range of densities and temperatures available with a small plasma focus, and the type of experiments and applications that can be carried out with it. 61 refs, 21 figs

Technology for Education. IDRA Focus.

Science.gov (United States)

IDRA Newsletter, 1998

1998-01-01

This theme issue includes five articles that focus on technology for education to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Coca-Cola Valued Youth Program Students Meet Peers Via Video Conference" (Linda Cantu, Leticia Lopez-De La Garza) describes how at-risk…

The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

Directory of Open Access Journals (Sweden)

Tabisa Mayisela

2013-01-01

Full Text Available Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestionsforfuture research were made.

An Evaluation of HigherEd 2.0 Technologies in Undergraduate Mechanical Engineering Courses

Science.gov (United States)

Orange, Amy; Heinecke, Walter; Berger, Edward; Krousgrill, Charles; Mikic, Borjana; Quinn, Dane

2012-01-01

Between 2006 and 2010, sophomore engineering students at four universities were exposed to technologies designed to increase their learning in undergraduate engineering courses. Our findings suggest that students at all sites found the technologies integrated into their courses useful to their learning. Video solutions received the most positive…

The Effect of Creative Drama on Student Achievement in the Course of Information Technologies

Science.gov (United States)

Özek, Müzeyyen Bulut

2016-01-01

The purpose of this study is to determine the effect of creative drama on student achievement in the Information Technologies course. The study was carried out for the unit "Tomorrow's Technology" which is the first unit of Information Technologies course. For this study, 89 sixth grade students were selected from primary school in…

Social Relations of Science and Technology: perceptions of teachers of technical training, PARFOR course participants

Directory of Open Access Journals (Sweden)

Manuella Candéo

2014-12-01

Full Text Available We present in this paper a study on the perceptions of teachers of technical training, course participants (PARFOR National Plan for Training Teachers of Basic Education , offered by the Federal Technological University of Paraná, Campus Ponta Grossa (PG - UTFPR on the social relations of science and technology. The study conducted with 15 teachers from various disciplines. The methodological approach was quantitative research , the instrument of data collection was based questionnaire with open questions . The main results show that the vast majority of teachers had a very narrow view about science and technology , consider that the scientific and technological development always bring benefits to its own population of traditional / classic , positivist view. The need to promote reflection on social issues of science and technology in education technology in order to train professionals aware of their responsibilities as citizens in a highly technological age was observed. It is emphasized that these are recorded in the master's thesis entitled Scientific and Technological Literacy (ACT by Focus Science, Technology and Society (STS from commercial films of the University Program Graduate School of Science and Technology Tecnológica Federal do Paraná ( UTFPR Campus Ponta Grossa, Brazil.

Proposal of Instruction Process for Improvement of Language Activities in Technology Education Course

OpenAIRE

山本, 智広; 山本, 利一

2012-01-01

This study is a proposal of instruction process for improvement of language activities in the technology education course in the junior high school in Japan. In this study, two efforts were carried out for the technology concerning material and processing. The first effort was the extraction of the learning situations that develop abilities of thinking, judgment and expression through language activities peculiar to the technology education course. The second effort was the verification o...

Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

Science.gov (United States)

Sole, M L; Lindquist, M

2001-01-01

Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

Science.gov (United States)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

Science.gov (United States)

Eastman, Jacqueline K.; Iyer, Rajesh; Eastman, Kevin L.

2011-01-01

In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be…

Radioactive Tank Waste Remediation Focus Area. Technology summary

International Nuclear Information System (INIS)

1995-06-01

In February 1991, DOE's Office of Technology Development created the Underground Storage Tank Integrated Demonstration (UST-ID), to develop technologies for tank remediation. Tank remediation across the DOE Complex has been driven by Federal Facility Compliance Agreements with individual sites. In 1994, the DOE Office of Environmental Management created the High Level Waste Tank Remediation Focus Area (TFA; of which UST-ID is now a part) to better integrate and coordinate tank waste remediation technology development efforts. The mission of both organizations is the same: to focus the development, testing, and evaluation of remediation technologies within a system architecture to characterize, retrieve, treat, concentrate, and dispose of radioactive waste stored in USTs at DOE facilities. The ultimate goal is to provide safe and cost-effective solutions that are acceptable to both the public and regulators. The TFA has focused on four DOE locations: the Hanford Site in Richland, Washington, the Idaho National Engineering Laboratory (INEL) near Idaho Falls, Idaho, the Oak Ridge Reservation in Oak Ridge, Tennessee, and the Savannah River Site (SRS) in Aiken, South Carolina

Applying the Multisim Technology to Teach the Course of High Frequency Power Amplifier

Science.gov (United States)

Lv, Gang; Xue, Yuan-Sheng

2011-01-01

As one important professional base course in the electric information specialty, the course of "high frequency electronic circuit" has strong theoretical characteristic and abstract content. To enhance the teaching quality of this course, the computer simulation technology based on Multisim is introduced into the teaching of "high…

Fusion Teaching: Utilizing Course Management Technology to Deliver an Effective Multimodal Pedagogy

Science.gov (United States)

Childs, Bradley D.; Cochran, Howard H.; Velikova, Marieta

2013-01-01

Fusion teaching merges several pedagogies into a coherent whole. Course management technology allows for the digitization and delivery of pedagogies in an effective and exciting manner. Online course management options more easily enable outcome assessment and monitoring for continuous improvement.

On Study of Teaching Reform of Organic Chemistry Course in Applied Chemical Industry Technology

Science.gov (United States)

Zhang, Yunshen

2017-11-01

with the implementation of new curriculum reform, the education sees great changes in teaching methods. Teaching reform is profound in organic chemistry course in applied chemical industry technology. However, many problems which have never been noticed before occur when reform programs are implemented which harm students’ ability for learning and enthusiasm in side face. This paper proposes reform measures like combining theory and practice, improving professional quality, supplementing professional needs and integrating teaching into life after analyzing organic chemistry course teaching in applied chemical industry technology currently, hoping to play a role of reference for organic chemistry course teaching reform in applied chemical industry technology.

Bridging the gap between the technological singularity and mainstream medicine: highlighting a course on technology and the future of medicine.

Science.gov (United States)

Solez, Kim; Bernier, Ashlyn; Crichton, Joel; Graves, Heather; Kuttikat, Preeti; Lockwood, Ross; Marovitz, William F; Monroe, Damon; Pallen, Mark; Pandya, Shawna; Pearce, David; Saleh, Abdullah; Sandhu, Neelam; Sergi, Consolato; Tuszynski, Jack; Waugh, Earle; White, Jonathan; Woodside, Michael; Wyndham, Roger; Zaiane, Osmar; Zakus, David

2013-09-09

The "technological singularity" is defined as that putative point in time forecasted to occur in the mid twenty-first century when machines will become smarter than humans, leading humans and machines to merge. It is hypothesized that this event will have a profound influence on medicine and population health. This work describes a new course on Technology and the Future of Medicine developed by a diverse, multi-disciplinary group of faculty members at a Canadian university. The course began as a continuous professional learning course and was later established as a recognized graduate course. We describe the philosophy of the course, the barriers encountered in course development, and some of the idiosyncratic solutions that were developed to overcome these, including the use of YouTube audience retention analytics. We hope that this report might provide a useful template for other institutions attempting to set up similar programs.

A Review of Technology-Based Youth and Family-Focused Interventions.

Science.gov (United States)

MacDonell, Kathleen Watson; Prinz, Ronald J

2017-06-01

In the past 10 years, mental and behavioral health has seen a proliferation of technology-based interventions in the form of online and other computer-delivered programs. This paper focuses on technology-based treatment and preventive interventions aimed at benefitting children and adolescents via either involving the parents and families, or only the youth. The review considered only technology-based interventions that had at least one published study with a randomized controlled trial design. Questions being addressed included: (1) What are the technology-based interventions in the mental/behavioral health area that have been systematically evaluated in published studies? (2) What are the common and unique characteristics of these interventions and their application with respect to sample characteristics, target problems, and technology characteristics (platforms, structures, elements, and communication formats)? and (3) Which intervention approaches and strategies have accrued the greatest evidence? The review identified 30 technology-based psychosocial interventions for children and families, 19 of which were parent or family-focused (32 studies) and 11 of which were youth-focused (in 13 studies). For the parent/family-focused interventions, greatest promise was found in those that addressed either youth behavioral problems or depressive/anxious symptoms, as well as more general bolstering of parenting efficacy. The youth-focused interventions showed some promise in reducing depressive/anxious symptoms. Advantages and disadvantages of the technology-based approaches were considered, and areas for future research and development were discussed.

Green Fluorescent Protein-Focused Bioinformatics Laboratory Experiment Suitable for Undergraduates in Biochemistry Courses

Science.gov (United States)

Rowe, Laura

2017-01-01

An introductory bioinformatics laboratory experiment focused on protein analysis has been developed that is suitable for undergraduate students in introductory biochemistry courses. The laboratory experiment is designed to be potentially used as a "stand-alone" activity in which students are introduced to basic bioinformatics tools and…

Creation of e-Courses in English for Students of Production Technology

Directory of Open Access Journals (Sweden)

Marta Gluchmanova

2017-08-01

Full Text Available E-learning is one of the most fashionable trends in contemporary teaching. It can be defined as an integrated system of education with the central focus placed on the students. Students use given forms of learning - electronic methods for the processing, transmission and storage of information on the creation and delivery of content, activities, problem solving, evaluation, communication, administration and management of education. The aim of creating e-courses in compulsory and optional subjects within the English language for students at Bachelor and Engineer’s level at the Faculty of Manufacturing Technologies - in new accredited study programs is not to create a system that does not use traditional education during the semester within language seminars, but such a system, which would meet the requirements of the best foreign language learners and ensure the highest quality of education.

Contaminant plumes containment and remediation focus area. Technology summary

International Nuclear Information System (INIS)

1995-06-01

EM has established a new approach to managing environmental technology research and development in critical areas of interest to DOE. The Contaminant Plumes Containment and Remediation (Plumes) Focus Area is one of five areas targeted to implement the new approach, actively involving representatives from basic research, technology implementation, and regulatory communities in setting objectives and evaluating results. This document presents an overview of current EM activities within the Plumes Focus Area to describe to the appropriate organizations the current thrust of the program and developing input for its future direction. The Plumes Focus Area is developing remediation technologies that address environmental problems associated with certain priority contaminants found at DOE sites, including radionuclides, heavy metals, and dense non-aqueous phase liquids (DNAPLs). Technologies for cleaning up contaminants of concern to both DOE and other federal agencies, such as volatile organic compounds (VOCs), polychlorinated biphenyls (PCBs), and other organics and inorganic compounds, will be developed by leveraging resources in cooperation with industry and interagency programs

Contaminant plumes containment and remediation focus area. Technology summary

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-06-01

EM has established a new approach to managing environmental technology research and development in critical areas of interest to DOE. The Contaminant Plumes Containment and Remediation (Plumes) Focus Area is one of five areas targeted to implement the new approach, actively involving representatives from basic research, technology implementation, and regulatory communities in setting objectives and evaluating results. This document presents an overview of current EM activities within the Plumes Focus Area to describe to the appropriate organizations the current thrust of the program and developing input for its future direction. The Plumes Focus Area is developing remediation technologies that address environmental problems associated with certain priority contaminants found at DOE sites, including radionuclides, heavy metals, and dense non-aqueous phase liquids (DNAPLs). Technologies for cleaning up contaminants of concern to both DOE and other federal agencies, such as volatile organic compounds (VOCs), polychlorinated biphenyls (PCBs), and other organics and inorganic compounds, will be developed by leveraging resources in cooperation with industry and interagency programs.

Technological Minimalism: A Cost-Effective Alternative for Course Design and Development.

Science.gov (United States)

Lorenzo, George

2001-01-01

Discusses the use of minimum levels of technology, or technological minimalism, for Web-based multimedia course content. Highlights include cost effectiveness; problems with video streaming, the use of XML for Web pages, and Flash and Java applets; listservs instead of proprietary software; and proper faculty training. (LRW)

The performance of ethics course for increasing students intention to blow the whistle using information technology

Science.gov (United States)

Munandar, Agus

2017-10-01

The profession of accounting believes that ethics is very important in the workplace. For that, profession recommends that ethics course should be taught for accounting student. Unfornutaly, the impact of ethics courses on accounting students intention to blow the whistle on organizational wrongdoing using information technology have not been determined. For that, this paper attempts to measure the impact of ethics courses on accounting student intention to blow the whistle on organizational wrongdoing. The research using experimental design for investigate the impact of ethic course on students intention to blow the whistle using IT. The respondents for this study are 40 accountig students. The respondent were given the ethical scenarios and were measured their intention to blow the whistle using information technology. This result of study reports that 70% of accounting student who completed ethic course indicated high intention to blow the whistle on organizational wrongdoing using information technology. Hence, ethics course is beneficial for increasing accounting professionalism especially their intentio to blow the whistle wrongdoing using information technology.

The Effect of Technology on Students' Opinions about Authentic Learning Activities in Science Courses

Science.gov (United States)

Coskun, Hilal; Dogan, Alev; Uluay, Gulsah

2017-01-01

Today, most of the researchers have agreed on the importance of classroom environment where students responsible of their own learning. It is important to use modern learning methods with technology to reach this aim in courses. The main purpose of this study is to investigate the effect of using Technology in science courses to investigate 7th…

Norwegian focus on new energy technology

International Nuclear Information System (INIS)

Bull-Hansen, Eivind

2001-01-01

Norsk Hydro Technology Ventures, a venture capital fund recently set up by Norsk Hydro, will raise equity capital to companies that are developing promising new projects on new energy technology or to investment funds promoting such projects. Norsk Hydro will withdraw from the investments when the projects have reached commercialization or are listed on the stock exchange. There is a well-developed market for venture capital in the energy sector and a strong international competition for investments in good projects. The sharp environmental focus on fossil fuels and climate gases has boosted the research on new energy technologies. Another and more important factor is the fact that modern society with its heavy dependence on the computer is vulnerable to power failure

Incorporating Domestic Violence Awareness through an Undergraduate Reading Course Focused on Children's Literature

Science.gov (United States)

Lelli, Colleen M.

2010-01-01

This mixed methods study examined preservice teachers' awareness of domestic violence through an undergraduate reading course which focused on children's literature. Pre and post surveys were administered to preservice teachers to determine whether their knowledge and skills in recognizing signs of domestic violence in behaviors of the elementary…

Construction and Implementation of Teaching Mode for Digital Mapping based on Interactive Micro-course Technology

Directory of Open Access Journals (Sweden)

Ning Gao

2018-02-01

Full Text Available The era of “Internet + education” has caused reforms in teaching ideas, teaching modes, and learning styles. The emergence of micro-course technology provides new strategies for integrating learning styles. Task-driven digital mapping teaching, known as traditional classroom organization, has poor teaching effect due to single learning style and strategy. A new teaching mode for digital mapping was constructed in this study based on micro-course technology by combining interactive micro-course technology and digital mapping teaching to adapt to the demands of modern teaching. This teaching mode mainly included four modules, namely, micro-courseware, micro-video, micro-exercise, and micro-examination. It realized the hierarchical teaching of knowledge points in digital mapping course, simplification of basic principles, simulation of engineering cases, and self-evaluation of learning outcomes. The teaching mode was applied to 114 students from the Mapping Engineering Department of Henan University of Urban Construction. Results indicate that the proposed teaching mode based on interactive micro-course technology promoting the independent after-class learning of the students, stimulating their learning enthusiasm, enhancing their practical abilities of the students, and improving the effect of teaching. This mode of teaching provides a new concept for the teaching mode reform of other courses in mapping engineering.

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial.

Science.gov (United States)

Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christoph; Stelzle, Florian

2012-03-30

Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

Directory of Open Access Journals (Sweden)

Nkenke Emeka

2012-03-01

Full Text Available Abstract Background Technology-enhanced learning (TEL gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

Science.gov (United States)

2012-01-01

Background Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology

Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses

Science.gov (United States)

Mitchell, Rebecca; Laski, Elida

2013-01-01

Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…

IAEA Global Support of Decommissioning Implementation with a Focus on Advanced Technologies

International Nuclear Information System (INIS)

Michal, Vladimir; )

2017-01-01

Recently there are about 140 power reactors in decommissioning phase worldwide excluding 17+ that might be considered as decommissioned. In addition, more than 400 other nuclear facilities, such as research reactors or nuclear fuel cycle facilities, have been shutdown for decommissioning, have been undergoing active decommissioning or have already been fully dismantled. The IAEA provides various kind of support for Member States including publication of safety and technical reports providing guidance, recommendations, experiences, good practices and lessons learned covering the preparatory and implementation decommissioning phases. Many training courses, workshops, seminars etc. were organized to support sharing of good practices among specialists and organizations involved. In line with the non-technical aspects, such as decommissioning planning, costing, managerial approaches etc., there are also presented and discussed technical solutions often with a focus on the advanced technologies to be considered. Several completed and ongoing IAEA initiatives partially or fully address the advanced approaches and techniques to support safe and effective implementation of decommissioning projects. The presentation will provide an overview of relevant activities organized so far and perspectives of the IAEA on advanced technologies for decommissioning. (author)

"Blogging" about course concepts: using technology for reflective journaling in a communications class.

Science.gov (United States)

Bouldin, Alicia S; Holmes, Erin R; Fortenberry, Michael L

2006-08-15

Web log technology was applied to a reflective journaling exercise in a communication course during the second-professional year at the University of Mississippi School of Pharmacy, to encourage students to reflect on course concepts and apply them to the environment outside the classroom, and to assess their communication performance. Two Web log entries per week were required for full credit. Web logs were evaluated at three points during the term. At the end of the course, students evaluated the assignment using a 2-page survey instrument. The assignment contributed to student learning and increased awareness level for approximately 40% of the class. Students had few complaints about the logistics of the assignment. The Web log technology was a useful tool for reflective journaling in this communications course. Future versions of the assignment will benefit from student feedback from this initial experience.

An Exploration Geophysics Course With an Environmental Focus for an Urban Minority Institution

Science.gov (United States)

Kenyon, P. M.

2004-12-01

A hands-on exploration geophysics field course with an environmental focus has been developed with NSF support for use at the City College of New York in Manhattan. To maximize access for the students, no prerequisites beyond introductory earth science and physics are required. The course is taught for three hours on Saturday mornings. This has resulted in it attracting not only regular City College students, but also earth science teachers studying for alternate certification or Master's degrees. After a brief introduction to the nature of geophysics and to concepts in data processing, the course is taught in four three-week modules, one each on seismology, resistivity surveying, electromagnetic ground conductivity, and magnetic measurements. Each module contains one week of theory, a field experience, computer data analysis, and a final report. Field exercises are planned to emphasize teamwork and include realistic urban applications of the techniques. Student surveys done in conjunction with this course provide insights into the motivations and needs of the mostly minority students taking it. In general, these students come to the course already comfortable with teamwork and with working in the field. The questionnaires indicate that their greatest need is increased knowledge of the methods of geophysics and of the problems that can be attacked using it. Most of the students gave high ratings to the course, citing the fieldwork as the part that they most enjoyed. The results of these surveys will be presented, along with examples of the field exercises used. The computer analysis assignments written for this course will also be available.

XML Based Course Websites.

Science.gov (United States)

Wollowski, Michael

XML, the extensible markup language, is a quickly evolving technology that presents a viable alternative to courseware products and promises to ease the burden of Web authors, who edit their course pages directly. XML uses tags to label kinds of contents, rather than format information. The use of XML enables faculty to focus on providing…

Effects of `Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

Science.gov (United States)

Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-06-01

The purpose of this study is to examine the effects of `environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test-post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21-23 years) enrolled in an `environmental chemistry' elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the `environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.

Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

Science.gov (United States)

Hsu, Pi-Sui

2012-01-01

The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

Young Adults, Technology, and Weight Loss: A Focus Group Study

OpenAIRE

Stephens, Janna; Moscou-Jackson, Gyasi; Allen, Jerilyn K.

2015-01-01

Overweight and obesity are a major concern in young adults. Technology has been integrated into many weight loss interventions; however little is known about the use of this technology in young adults. The purpose of this study was to explore through focus group sessions the opinions of young adults on the use of technology for weight loss. A total of 17 young adults, between 18 and 25 years of age, participated in three focus group sessions. Major results indicated that young adults have ver...

Popularization of remote sensing education and general course construction in undergraduate education

International Nuclear Information System (INIS)

Wang, Jing'ai; Sheng, Zhongyao; Yu, Han

2014-01-01

The construction of a course focused on remote sensing is important because it cultivates college students' geographic abilities and popularizes remote sensing technology. Using internet datasets, this article compares data from general undergraduate courses at almost 100 universities located in the United States and China with 3 years of experimental teaching data from the general undergraduate ''Remote sensing Region'' course at Beijing Normal University. The comparison focuses on curricular concepts, course content, website construction and the popularity of the remote sensing topic. Our research shows that the ''remote sensing region'' course can promote the geographic abilities of college students by popularizing remote sensing observation technology. The course can improve the overall quality of college students by breaking major barriers, and it can promote global and national consciousness by presenting material with global and regional relevancy. Remote sensing imaging has become known as the third most intuitive geographic language after text and maps. The general remote sensing course have the three following developmental qualities: interdisciplinarity, popularization and internationalization

PhD Year 1 Students' Experience with the Educational Technology and Innovation Course

Science.gov (United States)

Asamoah, Moses Kumi; Mackin, Eva Esi

2016-01-01

The advent of information, communication and new technologies, globalisation and rising costs has prompted rethinking what we teach, how we teach and even where teaching and learning take place. The Educational Technology and Innovation Course (Adlt704) was designed to enable students to create, use and manage appropriate technological processes…

Improving access to learning in the workplace using technology in an accredited course.

Science.gov (United States)

Munro, Kathleen M; Peacock, Susi

2005-03-01

This article gives an account of a case study which seeks to explore the potential for using technology to deliver learning in the workplace: a syringe driver course for nurses. We provide a brief overview of workplace learning, continuing professional development and learning technology in the health sciences. The paper then draws upon a three-year project that involved the transition of a traditionally taught, institution-based face-to-face course to work-based learning using technology. Through the evaluation and discussion of the case study we address key issues that have emerged, such as, marketing of the product; in our case it was decided that the most cost-effective way to provide the course and recuperate some costs was to accredit the course by the Institution. Registered practitioners in the workplace assess learning and are linked to the quality assurance mechanisms of the Institution. We also consider some of the major barriers to implementation, highlighting critical areas for consideration for those undertaking a similar project. These include the lack of technical knowledge in the Group, which resulted in a steep learning curve for all members. This and numerous iterations of materials (including video and animations) lengthened the project considerably whilst technological advances meant other more sophisticated technological solutions that became available during the production process were incorporated. A cost benefit analysis would show that the product has been delivered across Scotland and production costs covered and that there have been unquantifiable gains, including improving the external profile of the academic institution and the NHS Trust, developing the technical skills of the Group and providing invaluable experience of working in a cross-disciplinary collaborative working environment.

MR-guided focused ultrasound: a potentially disruptive technology.

Science.gov (United States)

Bradley, William G

2009-07-01

A disruptive technology is a technological innovation that overturns the existing dominant technologies in a market. Magnetic resonance (MR)-guided focused ultrasound (MRgFUS) is a noninvasive procedure based on the combination of real-time MR anatomic guidance, MR thermometry, and high-intensity focused ultrasound. Several hundred transducer elements become convergent at a point under MR guidance, leading to heating and coagulation necrosis. Outside the focal point, there is no significant heating. There is no need to break the skin for procedures in the body or to perform a craniotomy for procedures in the brain. This lack of invasiveness is what makes MRgFUS so disruptive compared with surgery. At present, MRgFUS has been used for the ablation of uterine fibroids, breast tumors, painful bony metastases, and liver tumors. In the brain, it has been used for the ablation of glioblastomas and for functional neurosurgery. Phantom and animal studies suggest future applications for prostate cancer and acute stroke treatment.

A Required Online Course with a Public Health Focus for Third Professional Year Pharmacy Students.

Science.gov (United States)

King, Amber E; Egras, Amy M

2015-06-25

To design, deliver, and evaluate the impact of a required course on student knowledge acquisition and ability to evaluate contemporary public health issues. A 2-credit course was implemented using asynchronous, online delivery. Learning activities included literature retrieval and assessment, analytic writing, quizzes, and creation of a group wiki evaluating a current public health issue. Course topics included health care reform, social determinants of health, health disparities, evidence-based medicine, end-of-life care, patient safety, and research ethics. Strong student performance on assessments indicated an ability to use higher-order cognitive domains. Online delivery provided students with the flexibility to complete assignments at their convenience, allowed participation by all students, and encouraged self-directed learning. Completion of a required, online, asynchronous course with a public health focus allowed pharmacy students to increase their knowledge of and ability to evaluate contemporary ethical, social, cultural, and governmental issues affecting pharmacy practice.

The plasma focus - numerical experiments leading technology

International Nuclear Information System (INIS)

Saw, S.H.; Lee, S.

2013-01-01

Numerical experiments on the plasma focus are now used routinely to assist design and provide reference points for diagnostics. More importantly guidance has been given regarding the implementation of technology for new generations of plasma focus devices. For example intensive series of experiments have shown that it is of no use to reduce static bank inductance L0 below certain values because of the consistent loading effects of the plasma focus dynamics on the capacitor bank. Thus whilst it was thought that the PF1000 could receive major benefits by reducing its bank inductance L 0 , numerical experiments have shown to the contrary that its present L 0 of 30 nH is already optimum and that reducing L 0 would be a very expensive fruitless exercise. This knowledge gained from numerical experiments now acts as a general valuable guideline to all high performance (ie low inductance) plasma focus devices not to unnecessarily attempt to further lower the static inductance L 0 . The numerical experiments also show that the deterioration of the yield scaling law (e.g. the fusion neutron yield scaling with storage energy) is inevitable again due to the consistent loading effect of the plasma focus, which becomes more and more dominant as capacitor bank impedance reduces with increasing capacitance C 0 as storage energy is increased. This line of thinking has led to the suggestion of using higher voltages (as an alternative to increasing C 0 ) and to seeding of Deuterium with noble gases in order to enhance compression through thermodynamic mechanisms and through radiation cooling effects of strong line radiation. Circuit manipulation e.g. to enhance focus pinch compression by current-stepping is also being numerically experimented upon. Ultimately however systems have to be built, guided by numerical experiments, so that the predicted technology may be proven and realized. (author)

Incorporating electronic-based and computer-based strategies: graduate nursing courses in administration.

Science.gov (United States)

Graveley, E; Fullerton, J T

1998-04-01

The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, e-mail interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.

Basic radiation knowledge for school education course. Nuclear technology seminar 2014 (Contract program)

International Nuclear Information System (INIS)

Watanabe, Yoko; Arai, Nobuyoshi; Sawada, Makoto; Kanaizuka, Seiichi; Shimada, Mayuka; Ishikawa, Tomomi; Nakamura, Kazuyuki

2015-11-01

Japan Atomic Energy Agency has conducted Nuclear Technology Seminar for Asian countries which plan to introduce nuclear power plant in future, in order to increase the number of engineers and specialists in nuclear related field. The Nuclear Technology Seminar on the Basic Radiation Knowledge for School Education Course was launched in 2012 due to increased recognition of the dissemination of the basic knowledge of radiation in public and education sectors as an important issue in the aftermath of the Fukushima Daiichi Nuclear Power Station Accident in 2011. It was the third time to conduct this course and fifteen trainees from eight Asian countries participated in 2014. In response to the requests of past participants, a new exercise 'Joint experiment with high school students' was introduced from 2014 to provide an international learning experience for the course participants and the local Japanese students by jointly conducting radiation related exercises. A new learning material was also developed in 2014 to help participants to study the basics of radiation in English. All the course activities including the details of preparatory process and course evaluation were described in this report. (author)

Design and Delivery of a New Course of Information Technology for Small Business

Science.gov (United States)

Wang, Shouhong; Wang, Hai

2015-01-01

Many university or college business programs offer majors or concentrations of small business management, but few of them offer a course of information technology (IT) for small business, despite the fact that IT plays an important role in the management of innovative small businesses. While introductory information systems (IS) courses emphasize…

Re-Imagining the Nature of (Student-Focused) Learning through Digital Technology

Science.gov (United States)

Hood, Nina

2018-01-01

Digital technology is frequently positioned as being central to the establishment of a 'future focused' education system that provides high quality student-focused learning opportunities and re-envisioned educational outcomes. While recognising the potential of technology, this paper explores some of the questions about its role in education and…

Planning and Programming of Education and Training Courses on the Radiation Fusion Technologies for Next Generations

International Nuclear Information System (INIS)

Kim, Jin Kyu; Nam, Y. M.; Choi, P. H.

2009-06-01

In order to program education and training courses on the radiation technologies and to have the WNU RT School to be held in Korea, this project was carried out. It was also done to make a strategy for running the programmed courses, and to build and knit a global network among radiation specialists such as international advisory board, domestic advisory board and steering committee. A plan for the WNU RT School in Korea was made under this project. Curricula in all subjects related to radiation technology and the lecture materials were prepared, which are essential for education and training courses on radiation technologies for next generations. Lecturers were selected among global CEOs and professionals in radiation industries and university professors and radiation specialists. In addition, a global network among radiation specialists such as international advisory board, domestic advisory board and steering committee was built and organized. As a model for the international education and training courses in RT field as well as the other fields, it can be used for making fundamentals of technology exports and promoting Korea's national image in science and technology

COURSE : a new industry led consortium to focus and accelerate energy resources research at Alberta University

Energy Technology Data Exchange (ETDEWEB)

Rodgers, R.J. [Imperial Oil Resources Ltd., Calgary, AB (Canada); Bailey, R. [Alberta Oil Sands Technology and Research Authority, Edmonton, AB (Canada); Kirk, M. [Calgary Univ., AB (Canada); Luhning, R.W. [Petroleum Recovery Inst., Calgary, AB (Canada); Kratochvil, R. [Alberta Univ., Edmonton, AB (Canada)

2000-06-01

This paper described a new initiative entitled COURSE (Coordination of University Research for Synergy and Effectiveness) which has been created through the collaboration of the energy industry, universities and the Alberta government to promote research in the field of energy resources. Calls for research proposals went out in June 1999 and January 2000. The selected projects will be funded by the Alberta Ministry of Innovation and Science through the Alberta Oil Sands Technology and Research Authority (AOSTRA). The major objectives of COURSE are to increase and align fundamental breakthrough university research with the industry needs, and to provide results that exceed what would be achieved by one university alone. An agreement has been reached whereby the universities own the technology and are the exclusive license agents of the research.

Technology Familiarization to Preservice Teachers: Factors that Influence Teacher Educators' Technology Decisions

Science.gov (United States)

Kalonde, Gilbert; Mousa, Rabab

2016-01-01

The purpose of this study was to investigate factors that influence teacher educators' technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers' instructional technology…

Summary report on focusing HTGR technology programs

International Nuclear Information System (INIS)

The program effort to focus technology development activities consists of work in three areas: the identification of Reference Plant Options; the identification of design data needs and supporting program requirements for these plants; and the development of management plans and tools consistent with the execution of candidate systems

PROGRAM NETWORK FOR CONTINUING EDUCATION TEACHER SPECIAL EDUCATION IN E-LEARNING INSTITUTION COURSE OF ASSISTIVE TECHNOLOGY

Directory of Open Access Journals (Sweden)

Danielle Aparecida Nascimento dos Santos

2012-12-01

Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

Young adults, technology, and weight loss: a focus group study.

Science.gov (United States)

Stephens, Janna; Moscou-Jackson, Gyasi; Allen, Jerilyn K

2015-01-01

Overweight and obesity are a major concern in young adults. Technology has been integrated into many weight loss interventions; however little is known about the use of this technology in young adults. The purpose of this study was to explore through focus group sessions the opinions of young adults on the use of technology for weight loss. A total of 17 young adults, between 18 and 25 years of age, participated in three focus group sessions. Major results indicated that young adults have very little knowledge on the use of Smartphone technology for weight loss but would like to use this type of technology to help them lose weight. Results also indicated that young adults struggle to make healthy food choices and have priorities that outweigh exercise and they need support and guidance to make better decisions. In conclusion, young adults would be open to using Smartphone technology for weight loss but also need feedback and guidance to help make healthy decisions.

Mixed waste focus area Department of Energy technology development needs identification and prioritization

International Nuclear Information System (INIS)

Roach, J.A.

1995-11-01

The Assistant Secretary for the Office of Environmental Management (EM) at the US DOE initiated a new approach in August, 1993 to environmental research and technology development. The key features of this new approach included establishment of five focus areas and three crosscutting technology programs, which overlap the boundaries of the focus areas. The five focus areas include the Contaminant Plumes Containment and Remediation; Mixed Waste Characterization, Treatment, and Disposal; High-Level Waste Tank Remediation, Landfill Stabilization, and Decontamination and Decommissioning Focus Areas. The three crosscutting technologies programs include Characterization, Monitoring, and Sensor Technology; Efficient Separations and Processing; and Robotics. The DOE created the Mixed Waste Characterization, Treatment, and Disposal Focus Area (MWFA) to develop and facilitate implementation of technologies required to meet its commitments for treatment of mixed wastes. To accomplish this goal, the technology deficiencies must be identified and categorized, the deficiencies and needs must be prioritized, and a technical baseline must be established that integrates the requirements associated with these needs into the planned and ongoing environmental research and technology development activities supported by the MWFA. These steps are described

A technology enhanced course for communication incorporating empathy

Directory of Open Access Journals (Sweden)

Tosh Yamamoto

2013-09-01

Full Text Available This paper aims at the dissemination of a new course design, which reports and shares our experience of designing a new course to meet the new needs in the society. The higher education has been focusing on developing students’ logical thinking or reasoning skills through debate, believing that such skills would make the students succeed in the society after graduation. However, from the view point of resilience in the society after a natural disaster, which usually demolishes the fundamental infrastructure as well as human bonding through trust, the communication with empathy to build trust seems to play a more important role than the skill to debate. Is there any way to incorporate such advanced communication skill with empathy in the higher education responding to the current needs from the society before the students become members of the society? Kansai University has developed a new experimental course for advanced communication with empathy to be implemented in the general education enhanced with ICT. This paper reports Kansai University’s successful problem-solving process and endeavor in the curriculum development for the communication with empathy.

Teaching practice of Internet information technology in College English Course

Science.gov (United States)

Zhao, Dandan

2018-03-01

The rapid development of “Internet+ Education” enables College English teachers to use the vast network platform with modern educational technology in teaching. The article put forward the practical mode of Micro-lecture in College English Teaching in this context to present a feasible approach to College English course.

“Blogging” About Course Concepts: Using Technology for Reflective Journaling in a Communications Class

Science.gov (United States)

Bouldin, Alicia S.; Holmes, Erin R.; Fortenberry, Michael L.

2006-01-01

Objective Web log technology was applied to a reflective journaling exercise in a communication course during the second-professional year at the University of Mississippi School of Pharmacy, to encourage students to reflect on course concepts and apply them to the environment outside the classroom, and to assess their communication performance. Design Two Web log entries per week were required for full credit. Web logs were evaluated at three points during the term. At the end of the course, students evaluated the assignment using a 2-page survey instrument. Assessment The assignment contributed to student learning and increased awareness level for approximately 40% of the class. Students had few complaints about the logistics of the assignment. Conclusion The Web log technology was a useful tool for reflective journaling in this communications course. Future versions of the assignment will benefit from student feedback from this initial experience. PMID:17136203

An English Course in Science and Humanities.

Science.gov (United States)

Reno, Robert P.

1979-01-01

One way in which changing attitudes toward scientific knowledge and technology can be made the focus of attention in a college literature course is suggested by this analysis of Christopher Marlowe's "Doctor Faustus," Mary Shelley's "Frankenstein," and Friedrich Durrenmatt's "The Physicists." (JMD)

Applying XML-Based Technologies to Developing Online Courses: The Case of a Prototype Learning Environment

Science.gov (United States)

Jedrzejowicz, Joanna; Neumann, Jakub

2007-01-01

Purpose: This paper seeks to describe XML technologies and to show how they can be applied for developing web-based courses and supporting authors who do not have much experience with the preparation of web-based courses. Design/methodology/approach: When developing online courses the academic staff has to address the following problem--how to…

The potential use of mobile technology: enhancing accessibility and communication in a blended learning course

OpenAIRE

Mayisela, Tabisa

2013-01-01

Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicitedfrom a purposive convenience sample of 36 students engage...

Teaching with technology: learning outcomes for a combined dental and dental hygiene online hybrid oral histology course.

Science.gov (United States)

Gadbury-Amyot, Cynthia C; Singh, Amul H; Overman, Pamela R

2013-06-01

Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

The incidence of technological stress among baccalaureate nurse educators using technology during course preparation and delivery.

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Burke, Mary S

2009-01-01

The concept of technology-related stress was first introduced in the 1980s when computers became more prevalent in the business and academic world. Nurse educators have been impacted by the rapid changes in technology in recent years. A review of the literature revealed no research studies that have been conducted to investigate the incidence of technological stress among nurse educators. The purpose of this descriptive-correlational study was to describe the technological stressors that Louisiana baccalaureate nurse educators experienced while teaching nursing theory courses. A researcher-developed questionnaire, the nurse educator technostress scale (NETS) was administered to a census sample of 311 baccalaureate nurse educators in Louisiana. Findings revealed that Louisiana baccalaureate nurse educators are experiencing technological stress. The variable, perceived administrative support for use of technology in the classroom, was a significant predictor in a regression model predicting Louisiana baccalaureate nurse educators' technological stress (F=14.157, p<.001).

Use of Web Technology and Active Learning Strategies in a Quality Assessment Methods Course.

Science.gov (United States)

Poirier, Therese I.; O'Neil, Christine K.

2000-01-01

The authors describe and evaluate quality assessment methods in a health care course that utilized web technology and various active learning strategies. The course was judged successful by student performance, evaluations and student assessments. The instructors were pleased with the outcomes achieved and the educational pedagogy used for this…

Investigating the Information Technology Courses for Pre-Service and In-Service English Teachers in Hong Kong (Investigación de los cursos de tecnología de la información para profesores de inglés de pregrado y en ejercicio en Hong Kong)

Science.gov (United States)

Yang, Chi Cheung Ruby

2011-01-01

This paper focuses on the views of twenty-six pre-service and eight in-service English teachers in Hong Kong concerning the information technology courses in their teacher education programmes. The findings of the study show that while both software applications and technological integration in teaching are highlighted in the course outline, the…

METHODS FOR EVALUATION OF COMPANIES’ INFORMATION SYSTEMS AND TECHNOLOGIES EFFICIENCY AND CONTROL IN TEACHING COURSE "INFORMATION TECHNOLOGY GOVERNANCE"

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Samchynska Yaroslava

2014-10-01

Full Text Available The use of the information systems and technologies in economic activity is called to represent companies’ corporate principles, aims, traditions, to help in realization of the planned strategies, thanks to that the management efficiency and the cost of enterprise increases. Teaching for educational discipline «IT Governance» is directed on a study and research of these intercommunications by students of the 5th course on specialties «Computer Science», «Software Engineering» for educational level Specialist (Past Bachelor Degree, Master degree. The auditing services belong to the actual methods for evaluation of the information systems and technologies efficiency and control, which are studied according to the course «IT Governance». The article deals with the methodological basis of providing auditing services for evaluation of efficiency and control of information systems (technologies for the purpose of satisfaction of growing informational needs of companies and functional activation in their information resources. The main task of auditing services for control of information systems (information communication technologies efficiency is to evaluate independently and objectively if the information technologies provide the necessary services. The basic criteria, data ware, subject and object of audit necessary for drawing up an audit report and assurance declaring are established. The program and a detailed list of auditing procedures for evaluation of efficiency of information systems and technologies have been presented

Integration of e-learning technologies in an interprofessional health science course.

Science.gov (United States)

Carbonaro, Mike; King, Sharla; Taylor, Elizabeth; Satzinger, Franziska; Snart, Fern; Drummond, Jane

2008-02-01

Advances in information and communication technology are influencing instructional formats and delivery modes for post secondary teaching and learning. The purpose of this study was to determine whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach and collaborative Group Investigation Model (Sharan & Sharan 1992) used in the course. A required interprofessional team development course designed to teach health science students (Medicine, Nursing, Pharmacy, Occupational Therapy, Physical Therapy, Dentistry, Dental Hygiene, Medical Laboratory Science, and Nutrition) team process skills was redesigned from a 100% face-to-face delivery format to a blended learning format where 70% of the instruction was delivered using a new synchronous virtual classroom technology (Elluminate www.elluminate.com) in conjunction with asynchronous technology (WebCT). It was hypothesized there would be no significant difference between the blended learning format and the traditional face-to-face format in the development of interprofessional team knowledge, skills and attitudes. The two formats were evaluated on demographic information, computer experience, and interprofessional team attitudes, knowledge and skills. The three main findings are: (a) no significant differences between student groups on achieving team process skills, (b) an observation of differences between the groups on team dynamics, and (c) a more positive achievement of course learning objectives perceived by students in the blended learning class. The results provide evidence to support our blended learning format without compromising pedagogy. They also suggest that this format enhances students' perceptions of their learning.

Exploring students’ uses of and dispositions towards learning technologies in an Australian enabling course

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Rhian Morgan

2018-02-01

Full Text Available University progression is increasingly dependent upon students developing a range of digital literacies in conjunction with the skills associated with their disciplines. University enabling and pathway programs, in particular, have a key part to play in supporting students to interact with technologies for learning. Widening participation and increased student diversity result in highly variable levels of digital literacy in the classroom. As such, universities need to develop strategies to effectively respond to the differing abilities of students entering the sector. This paper contributes to the development of such responses through a case study exploring students’ use of and dispositions towards technologies in an open access enabling course. In this context ‘open access’ refers to the course admission requirements and the fact that the course enrollments are open to anyone over the age of eighteen, regardless of their prior schooling experience. The paper identifies trends in students’ uses of technology, such as preferences for mobile content and blended learning environments, before concluding with a discussion of how these findings can be mobilised in curriculum development.

Development and analysis of educational technologies for a blended organic chemistry course

Science.gov (United States)

Evans, Michael James

Blended courses incorporate elements of both face-to-face and online instruction. The extent to which blended courses are conducted online, and the proper role of the online components of blended courses, have been debated and may vary. What can be said in general, however, is that online tools for blended courses are typically culled together from a variety of sources, are often very large scale, and may present distractions for students that decrease their utility as teaching tools. Furthermore, large-scale educational technologies may not be amenable to rigorous, detailed study, limiting evaluation of their effectiveness. Small-scale educational technologies run from the instructor's own server have the potential to mitigate many of these issues. Such tools give the instructor or researcher direct access to all available data, facilitating detailed analysis of student use. Code modification is simple and rapid if errors arise, since code is stored where the instructor can easily access it. Finally, the design of a small-scale tool can target a very specific application. With these ideas in mind, this work describes several projects aimed at exploring the use of small-scale, web-based software in a blended organic chemistry course. A number of activities were developed and evaluated using the Student Assessment of Learning Gains survey, and data from the activities were analyzed using quantitative methods of statistics and social network analysis methods. Findings from this work suggest that small-scale educational technologies provide significant learning benefits for students of organic chemistry---with the important caveat that instructors must offer appropriate levels of technical and pedagogical support for students. Most notably, students reported significant learning gains from activities that included collaborative learning supported by novel online tools. For the particular context of organic chemistry, which has a unique semantic language (Lewis

Exploring How Usage-Focused Business Models Enable Circular Economy through Digital Technologies

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Gianmarco Bressanelli

2018-02-01

Full Text Available Recent studies advocate that digital technologies are key enabling factors for the introduction of servitized business models. At the same time, these technologies support the implementation of the circular economy (CE paradigm into businesses. Despite this general agreement, the literature still overlooks how digital technologies enable such a CE transition. To fill the gap, this paper develops a conceptual framework, based on the literature and a case study of a company implementing a usage-focused servitized business model in the household appliance industry. This study focuses on the Internet of Things (IoT, Big Data, and analytics, and identifies eight specific functionalities enabled by such technologies (improving product design, attracting target customers, monitoring and tracking product activity, providing technical support, providing preventive and predictive maintenance, optimizing the product usage, upgrading the product, enhancing renovation and end-of-life activities. By investigating how these functionalities affect three CE value drivers (increasing resource efficiency, extending lifespan, and closing the loop, the conceptual framework developed in this paper advances knowledge about the role of digital technologies as an enabler of the CE within usage-focused business models. Finally, this study shows how digital technologies help overcome the drawback of usage-focused business models for the adoption of CE pointed out by previous literature.

Focused ion beam technology and ultimate applications

International Nuclear Information System (INIS)

Gierak, Jacques

2009-01-01

In this topical review, the potential of the focused ion beam (FIB) technology and ultimate applications are reviewed. After an introduction to the technology and to the operating principles of liquid metal ion sources (LMIS), of ion optics and instrument architectures, several applications are described and discussed. First, the application of FIB for microcircuit inspection, metrology and failure analysis is presented. Then, we introduce and illustrate some advanced patterning schemes we propose as next generation FIB processing examples. These patterning schemes are (i) local defect injection or smoothing in magnetic thin film direct patterning, (ii) functionalization of graphite substrates to guide organization of clusters, (iii) local and selective epitaxy of III–V semiconductor quantum dots and (iv) FIB patterned solid-state nanopores for biological molecules manipulation and analysis. We conclude this work by giving our vision of the future developments for FIB technology. (topical review)

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

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Shirley S.M. Fong

2017-08-01

Full Text Available Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015 and a control group (2013-2014 and 2015-2016, respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ, Revised Study Process Questionnaire (R-SPQ-2F and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p < 0.05. The GPQ individual accountability and equal opportunity scores (components of collaboration were higher in the wiki group than in the control group (p < 0.001. No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score. Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning

Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

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Amir Mohamed Talib

2018-01-01

Full Text Available This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT Fundamentals (IT280 course in the Information Technology (IT Department, College of Computer & Information Sciences (CCIS, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU. The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98 was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%, moderate (42%, good (18%, and successful (24% to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

Reorganization at Oryx Energy focuses on teamwork, technology

International Nuclear Information System (INIS)

Box, J.W.

1993-01-01

As one of the largest independent oil and gas companies in the world, Oryx Energy Co. has become a strong international player, In an increasingly global business, they are competing with some very tough international companies. This competition calls for their continued focus on technology and innovative ways of conducting business, not only on the international scene but also in the U.S. Here the author focuses on ways his company is approaching U.S. activities, both onshore and in the Gulf of Mexico

Robotics Focused Capstone Senior Design Course

Science.gov (United States)

Rios-Gutierrez, Fernando; Alba-Flores, Rocio

2017-01-01

This work describes the educational experiences gained teaching the Senior Design I & II courses, a senior level, two-semester sequence in the Electrical Engineering (EE) program at Georgia Southern University (GSU). In particular, the authors present their experiences in using robotics as the main area to develop the capstone senior design,…

Can technical laboratory skills be taught at a distance? An analysis of a semiconductor course taught at a distance via interactive technologies

Science.gov (United States)

Rao, Lalita

2000-10-01

This study investigated extending synchronous distance learning to teaching courses in the psychomotor domain in real-time, with immediate, direct feedback on technical skills performance from an instructor at a remote site via interactive technologies such as videoconferencing. This study focused on two research questions (1) can interactive distance learning technologies be used to teach technical and/or trouble shooting skills that fall under psychomotor domain? and, (2) to what degree can psychomotor skills be taught at a distance? A technical course, "RF Power PC 211L" from a technical and vocational institute was selected and the instructor who had no prior experience in teaching a distance learning course taught the course. Data on cognitive skills, psychomotor technical skills, attitudes and perceptions, demographics as well as boundary conditions on teaching psychomotor skills was gathered from both remote and the main campus. Instruments used for data gathering were final course grades, total points in laboratory exercise, pre and post course surveys, demographic survey and open-ended interviews with the instructor, student and review of instructor journal were used to address the two research questions. The main campus course was taught to the remote campus via distance learning technology in a distance learning format. The main technology used was videoconferencing. Both campus classrooms had the RF Trainer equipment. The rooms were set up to facilitate distance learning in the classroom. The instructor was present only at the main campus. The students on the remote campus were the experimental group. The experimental group participated in all course activities such as demonstrations, laboratory exercises, learning conceptual skills and tests only via distance. These students only had the benefit of laboratory assistant. The role of the laboratory assistant was to assist students/instructor as needed, ensure the safety of students and equipment and

The Advanced German Course: A Multidimensional Approach.

Science.gov (United States)

Lutcavage, Charles

1990-01-01

Describes an advanced language course that focuses on modern German culture and society, and emphasizes advanced reading, grammar, conversation, and composition. This framework can be enhanced by regular incorporation of audio and video technology into the program as a means of heightening students' awareness of language and topical issues.…

Ethics and engineering courses at Delft University of Technology: contents, educational setup and experiences.

Science.gov (United States)

van de Poel, I R; Zandvoort, H; Brumsen, M

2001-04-01

This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences.

Five Good Reasons for Engineering as the Focus for Technology Education

OpenAIRE

Wicklein, Robert C.

2006-01-01

The article presents information on a paper which discusses why engineering design should be the focus for technology education. Technology education is still viewed as a non-essential instructional program and this is because school administrators and counselors have inadequate understanding of it. Even general populace have inadequate understanding concerning technology education. The pervasiveness of technology literally affects every living creature in our society. Therefore, it is of cri...

Intercultural Teaching through Translation: An Information and Communication Technologies (ICT) Literacy Course Case in Afghanistan

Science.gov (United States)

Parlakkilic, Alaattin

2016-01-01

The purpose of this study was to teach and evaluate the effectiveness of an Information and Communication Technologies (ICT) course through translation to students in Afghanistan. First, an interview was conducted to determine students' computer skills. It was concluded that the students had almost no computer skills. The course was delivered to…

Technology of focus detection for 193nm projection lithographic tool

Science.gov (United States)

Di, Chengliang; Yan, Wei; Hu, Song; Xu, Feng; Li, Jinglong

2012-10-01

With the shortening printing wavelength and increasing numerical aperture of lithographic tool, the depth of focus(DOF) sees a rapidly drop down trend, reach a scale of several hundred nanometers while the repeatable accuracy of focusing and leveling must be one-tenth of DOF, approximately several dozen nanometers. For this feature, this article first introduces several focusing technology, Obtained the advantages and disadvantages of various methods by comparing. Then get the accuracy of dual-grating focusing method through theoretical calculation. And the dual-grating focusing method based on photoelastic modulation is divided into coarse focusing and precise focusing method to analyze, establishing image processing model of coarse focusing and photoelastic modulation model of accurate focusing. Finally, focusing algorithm is simulated with MATLAB. In conclusion dual-grating focusing method shows high precision, high efficiency and non-contact measurement of the focal plane, meeting the demands of focusing in 193nm projection lithography.

Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

Science.gov (United States)

Steinberg, Michael; Morin, Anna K

2011-10-10

To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

Learning about technology: Family vs. peer pairings

Science.gov (United States)

Heller, Patricia; Padilla, Michael; Hertel, Barbara; Olstad, Roger

Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however.The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers.Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses.Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.

Design and Evaluation of an Online Freshmen Course

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Lewis McAnally Salas

2000-05-01

Full Text Available This paper describes the development of a prototype for an undergraduate online course tested with freshmen students taking mathematics for a B.Sc. in Oceanography.  The design of the prototype focuses on the six basic components for the selection and use of technologies in online teaching and learning; namely, a delivery and access, b control, c interaction, d symbolic characteristics of the medium e social presence and f human-machine interface. The results report the degree of satisfaction with the prototype and the course.  These results, obtained through questionnaires and semi-structured interviews, address issues concerning the structure and design of the online course.  The participants’ answers highlighted the easiness of navigation within the course and the effective communication obtained with the use of the course's electronic tools.

Science, Technology and Social Change Course's Effects on Technological Literacy Levels of Social Studies Pre-Service Teachers

Science.gov (United States)

Yigit, E. Ozlem

2013-01-01

Social studies curricula are required in order to prepare to educate children who continue to learn after their formal training, and it is vital that teachers receive an education properly. In Social Studies Education Departments of Education Faculties Science, Technology and Social Change course is convenient to this aim and it contributes to…

Technology demonstrations in the Decontamination and Decommissioning Focus Area

International Nuclear Information System (INIS)

Bossart, S.J.

1996-01-01

This paper describes three large-scale demonstration projects sponsored jointly by the Decontamination and Decommissioning Focus Area (DDFA), and the three US Department of Energy (DOE) Operations Offices that successfully offered to deactivate or decommission (D ampersand D) one of its facilities using a combination of innovative and commercial D ampersand D technologies. The paper also includes discussions on recent technology demonstrations for an Advanced Worker Protection System, an Electrohydraulic Scabbling System, and a Pipe Explorer trademark. The references at the conclusion of this paper should be consulted for more detailed information about the large-scale demonstration projects and recent technology demonstrations sponsored by the DDFA

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

Science.gov (United States)

Yelamarthi, Kumar; Drake, Eron

2015-01-01

This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge…

STS-Astro: Astronomy in the focus of Science, Technology and Society and Case Study in Education Distance

Science.gov (United States)

Ferreira, O. R.

2014-02-01

The dissertation addresses the focus of Astronomy in Science, Technology and Society [STS}, which the author calls the STS-Astro. Observes the International Year of the Astronomy 2009 [IYA 2009] as one of the greatest experiences STS worldwide, causing unprecedented integration between science, technology and humanities, with positive impacts in many sectors of society and are still worthy of study, specially in Brazil due to the implementation of the International Year of Astronomy, Brazil 2009 [IYABrazil-2009}. Astronomy is also investigated in the area of Education, based mainly on theoretical aspects of educational socio-interacionist of Lev Semenovich Vygotsky (Vygotsky, 1991, 2008 and 2012, p. 103-117) and socio-historical cultural of Paulo Reglus Neves Freire (1979, 1982 and 1996), but when necessary and still keeping the field of constructivism, properly taking advantage of the interactionism and transdisciplinarity of Jean William Fritz Piaget (1983). Concerning Distance Education [DE], it is noted significant growth at the graduate and postgraduate courses. New challenges arise, with the establishment of an increasingly accustomed to Information and Communication Technologies [ICT] and the teaching methodologies to be used and developed, with Astronomy becoming an important instrument in the teaching-learning process associated technologies. Using the methodology of action research, we proceeded with a case study involving 26 students of the discipline of Astronomy Topics applied to Education, between November 1 and December 17, 2012, of the postgraduation courses in Distance Education at the Universidade Cruzeiro do Sul [Southern Cross University]. The results obtained permit statistical surveys therefore quantitative, but also qualitative information about the teaching-learning Astronomy by DE. Analyses of performance and progress of each student and set permit a finding interaction among those involved in the mediation of the teacher-tutor who, in turn

Impact of clicker technology in a mathematics course

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Sibongile Simelane

2012-09-01

Full Text Available This article reports on the implementation of clickers to improve the success rate of first-year mathematics students. There were 105 students registered in this course, in a university of technology in South Africa. In order to do this, an orientation test in the form of a paper-based assessment was first conducted to determine what students already knew. About 21.9% of the students did not take the test and 20% did not pass it. These results raised concerned. Thereafter students were taught. After four weeks they were evaluated on their understanding of the concept taught in class. Results did not improve much, as 48.6% of the students did not pass the test. Therefore, a technology-engagement teaching strategy (TETS using clicker technology was developed and implemented in order to improve the pass rate. Weekly continuous assessments or diagnostic tests were conducted in order to establish the changes in students’ academic performance. A survey questionnaire was administered after the teaching and learning of incorporating clickers. This questionnaire also examined students’ perspective on the usefulness of clickers in teaching and learning. The results showed that the effective implementation of clickers with the integration of a TETS improved students’ success rate.

A paperless course on structural engineering programming: investing in educational technology in the times of the Greek financial recession

Science.gov (United States)

Sextos, Anastasios G.

2014-01-01

This paper presents the structure of an undergraduate course entitled 'programming techniques and the use of specialised software in structural engineering' which is offered to the fifth (final) year students of the Civil Engineering Department of Aristotle University Thessaloniki in Greece. The aim of this course is to demonstrate the use of new information technologies in the field of structural engineering and to teach modern programming and finite element simulation techniques that the students can in turn apply in both research and everyday design of structures. The course also focuses on the physical interpretation of structural engineering problems, in a way that the students become familiar with the concept of computational tools without losing perspective from the engineering problem studied. For this purpose, a wide variety of structural engineering problems are studied in class, involving structural statics, dynamics, earthquake engineering, design of reinforced concrete and steel structures as well as data and information management. The main novelty of the course is that it is taught and examined solely in the computer laboratory ensuring that each student can accomplish the prescribed 'hands-on' training on a dedicated computer, strictly on a 1:1 student over hardware ratio. Significant effort has also been put so that modern educational techniques and tools are utilised to offer the course in an essentially paperless mode. This involves electronic educational material, video tutorials, student information in real time and exams given and assessed electronically through an ad hoc developed, personalised, electronic system. The positive feedback received from the students reveals that the concept of a paperless course is not only applicable in real academic conditions but is also a promising approach that significantly increases student productivity and engagement. The question, however, is whether such an investment in educational technology is indeed

Using blogs and wikis in a graduate public health course.

Science.gov (United States)

Cobus, Laura

2009-01-01

Blogs and wikis are examples of Web 2.0 technology that facilitate collaboration in the online world. In the health sciences, the emergence of these social tools potentially increases the risk of generating harmful or biased information. Therefore, it is the health professional's responsibility to have the skills to critically appraise Web content that has not undergone traditional peer review. This was the focus in a three-credit graduate Urban Public Health course taught by a librarian and was addressed with assignments using blog and wiki technology within the course management tool Blackboard. The assignments fostered comprehension of the issues surrounding blogs and wikis as they relate to public health.

A stakeholder involvement approach to evaluate and enhance technology acceptance: U.S. Department of Energy Office of Technology Development's Plume Focus Area

International Nuclear Information System (INIS)

McCabe, G.H.; Stein, S.L.; Serie, P.J.

1995-01-01

The US Department of Energy (DOE) faces a major challenge in cleaning up its contaminated sites throughout the United States. One major area of concern is the plumes in soil and ground water which are contaminated with a myriad of different pollutants. DOE recently organized its plume-related problems into the Plume Focus Area. The mission of the Plume Focus Area is to enhance the deployment of innovative technologies for containing and cleaning up contaminant plumes in ground water and soil at all DOE sites. Environmental cleanup priorities for soil and ground water plumes are being defined and technology users have the challenge of matching current and innovative technologies to those priorities. By involving a range of stakeholders in the selection, demonstration, and evaluation of new technologies, the deployment of these technologies can be enhanced. If new plume cleanup technologies are to be deployable, they must improve on today's baseline technologies. The Sites' Coordination Team (SCT) of the Plume Focus Area develops and supports the implementation of methods for stakeholder involvement throughout the multiple steps that define focus area activities. Site-specific teams are being formed to carry out the strategy at each site, and the teams will work through Site Technology Coordination Groups (STCGs) at each location. The SCT is responsible for identifying the site-specific stakeholder involvement teams, training the team members, preparing needed national-level guidance and strategies, helping the teams tailor a strategy for their particular site that meets the overall needs of the focus area, and facilitating inter-site coordination. The results will be used to develop national technology acceptance reports on the innovative technologies being funded and evaluated under the Plume Focus Area

Smart teaching technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, J.

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video's. Attractive visual presentations of the theoretical modules are focusing on the concepts,...

Applying Distributed Learning Theory in Online Business Communication Courses.

Science.gov (United States)

Walker, Kristin

2003-01-01

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

Science.gov (United States)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student

Focus on Technologies: Worry or Technology?

Directory of Open Access Journals (Sweden)

Saulius Kanišauskas

2015-10-01

Full Text Available The paper analyses different attitudes towards technologies in contemporary philosophical discourses. It points out that classical notion of technology formulated by Martin Heidegger seems to be more and more often questioned and even forgotten. As a result, it is being replaced by the theory of determinism, according to which the change of technologies determines the changes in social systems, the human being including. This happens this way and not vice versa. Nowadays technē, or “technika” (in English: technology is mostly understood in the instrumental meaning or in the meaning of power. It is considered to be a powerful means, tool or mechanism to influence, change, control and manipulate human consciousness and human feelings. Despite the fact that technologies have already been tamed, the problem of huge responsibility for using and developing them arises. It is questioned whether the increasing society’s attention to modern technologies is not a particular “technology” of the postmodern capitalism to manipulate social consciousness. In parallel with “yes” answer to this question, Albert Borgmann’s idea that the causes of technological development have an ontological dimension, i.e. the causes are rooted in the nature of human beings themselves and their desire to adore own creativity, is discussed. Thus, it becomes necessary to probe deeper into the nature of creativity.

BioMEMS and Lab-on-a-Chip Course Education at West Virginia University

Directory of Open Access Journals (Sweden)

Yuxin Liu

2011-01-01

Full Text Available With the rapid growth of Biological/Biomedical MicroElectroMechanical Systems (BioMEMS and microfluidic-based lab-on-a-chip (LOC technology to biological and biomedical research and applications, demands for educated and trained researchers and technicians in these fields are rapidly expanding. Universities are expected to develop educational plans to address these specialized needs in BioMEMS, microfluidic and LOC science and technology. A course entitled BioMEMS and Lab-on-a-Chip was taught recently at the senior undergraduate and graduate levels in the Department of Computer Science and Electrical Engineering at West Virginia University (WVU. The course focused on the basic principles and applications of BioMEMS and LOC technology to the areas of biomedicine, biology, and biotechnology. The course was well received and the enrolled students had diverse backgrounds in electrical engineering, material science, biology, mechanical engineering, and chemistry. Student feedback and a review of the course evaluations indicated that the course was effective in achieving its objectives. Student presentations at the end of the course were a highlight and a valuable experience for all involved. The course proved successful and will continue to be offered regularly. This paper provides an overview of the course as well as some development and future improvements.

Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

Science.gov (United States)

Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-01-01

The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

NARCIS (Netherlands)

Agyei, D.D.; Voogt, J.M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training

OpenCourseWare and Open Educational Resources: The Next Big Thing in Technology-Enhanced Education?

Science.gov (United States)

Caudill, Jason G.

2012-01-01

OpenCourseWare (OCW) and Open Educational Resources (OER) are two new and closely related educational technologies. Both provide open access to learning materials for students and instructors via the Internet. These are for the moment still very young technologies. While they have grown dramatically in just ten years there is still relatively…

Smart Teachig Technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, Jeanne

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video’s. Attractive visual presentations of the theoretical modules are focusing on the co...

Upgrading multilayer zone plate technology for hard x-ray focusing

Energy Technology Data Exchange (ETDEWEB)

Hirotomo, Toshiki; Konishi, Shigeki [Graduate School of Material Science, University of Hyogo, Kamigori, Hyogo 678-1297 (Japan); SPring-8 Service Co., Ltd (Japan); Takano, Hidekazu, E-mail: htakano@sci.u-hyogo.ac.jp; Sumida, Kazuhiro; Tsusaka, Yoshiyuki; Kagoshima, Yasushi [Graduate School of Material Science, University of Hyogo, Kamigori, Hyogo 678-1297 (Japan); Koyama, Takahisa [Graduate School of Material Science, University of Hyogo, Kamigori, Hyogo 678-1297 (Japan); Japan Synchrotron Radiation Research Institute (JASRI/SPring-8) (Japan); Ichimaru, Satoshi; Ohchi, Tadayuki [NTT Advanced Technology Corporation (Japan); Takenaka, Hisataka [NTT Advanced Technology Corporation (Japan); TOYAMA Corporation (Japan)

2016-01-28

Multilayer zone plate (MZP) technology for hard X-ray focusing was upgraded and its focusing performance was evaluated using 20-keV X-rays at the synchrotron beamline (BL24XU) of SPring-8. The MZP consists of MoSi{sub 2} and Si layers alternately deposited on a glass fiber by magnetron sputtering so that all zone boundaries satisfy the Fresnel zone configuration. The focused beam was evaluated using knife-edge scanning in which the measured intensity distribution is identical to the line spread function (LSF) in the focal plane. The focused beamsize of about 30 nm was estimated by oscillation peaks observed in the measured LSF according to Rayleigh’s criterion.

Advanced technology for the reuse of learning objects in a course-management system

NARCIS (Netherlands)

Strijker, A.; Collis, Betty

2005-01-01

The creation, labelling, use, and re-use of learning objects is an important area of development involving learning technology. In the higher education context, instructors typically use a course management system (CMS) to organize and manage their own learning objects. The needs and practices of

Mixed waste characterization, treatment, and disposal focus area. Technology summary

International Nuclear Information System (INIS)

1995-06-01

This paper presents details about the technology development programs of the Department of Energy. In this document, waste characterization, thermal treatment processes, non-thermal treatment processes, effluent monitors and controls, development of on-site innovative technologies, and DOE business opportunities are applied to environmental restoration. The focus areas for research are: contaminant plume containment and remediation; mixed waste characterization, treatment, and disposal; high-level waste tank remediation; landfill stabilization; and decontamination and decommissioning

Mixed waste characterization, treatment, and disposal focus area. Technology summary

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-06-01

This paper presents details about the technology development programs of the Department of Energy. In this document, waste characterization, thermal treatment processes, non-thermal treatment processes, effluent monitors and controls, development of on-site innovative technologies, and DOE business opportunities are applied to environmental restoration. The focus areas for research are: contaminant plume containment and remediation; mixed waste characterization, treatment, and disposal; high-level waste tank remediation; landfill stabilization; and decontamination and decommissioning.

Current status and improvement of the nuclear physics experiment course for speciality of nuclear physics and nuclear technology

International Nuclear Information System (INIS)

Qu Guopu; Guo Lanying

1999-01-01

The author reviews the current status of the nuclear physics experiment course for speciality of nuclear physics and nuclear technology in higher education and expresses author's views on the future improvement of the nuclear physics experiment course

Integrating iPad Technology in Earth Science K-12 Outreach Courses: Field and Classroom Applications

Science.gov (United States)

Wallace, Davin J.; Witus, Alexandra E.

2013-01-01

Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two…

Landfill stabilization focus area: Technology summary

International Nuclear Information System (INIS)

1995-06-01

Landfills within the DOE Complex as of 1990 are estimated to contain 3 million cubic meters of buried waste. The DOE facilities where the waste is predominantly located are at Hanford, the Savannah River Site (SRS), the Idaho National Engineering Laboratory (INEL), the Los Alamos National Laboratory (LANL), the Oak Ridge Reservation (ORR), the Nevada Test Site (NTS), and the Rocky Flats Plant (RFP). Landfills include buried waste, whether on pads or in trenches, sumps, ponds, pits, cribs, heaps and piles, auger holes, caissons, and sanitary landfills. Approximately half of all DOE buried waste was disposed of before 1970. Disposal regulations at that time permitted the commingling of various types of waste (i.e., transuranic, low-level radioactive, hazardous). As a result, much of the buried waste throughout the DOE Complex is presently believed to be contaminated with both hazardous and radioactive materials. DOE buried waste typically includes transuranic-contaminated radioactive waste (TRU), low-level radioactive waste (LLW), hazardous waste per 40 CFR 26 1, greater-than-class-C waste per CFR 61 55 (GTCC), mixed TRU waste, and mixed LLW. The mission of the Landfill Stabilization Focus Area is to develop, demonstrate, and deliver safer,more cost-effective and efficient technologies which satisfy DOE site needs for the remediation and management of landfills. The LSFA is structured into five technology areas to meet the landfill remediation and management needs across the DOE complex. These technology areas are: assessment, retrieval, treatment, containment, and stabilization. Technical tasks in each of these areas are reviewed

Landfill stabilization focus area: Technology summary

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-06-01

Landfills within the DOE Complex as of 1990 are estimated to contain 3 million cubic meters of buried waste. The DOE facilities where the waste is predominantly located are at Hanford, the Savannah River Site (SRS), the Idaho National Engineering Laboratory (INEL), the Los Alamos National Laboratory (LANL), the Oak Ridge Reservation (ORR), the Nevada Test Site (NTS), and the Rocky Flats Plant (RFP). Landfills include buried waste, whether on pads or in trenches, sumps, ponds, pits, cribs, heaps and piles, auger holes, caissons, and sanitary landfills. Approximately half of all DOE buried waste was disposed of before 1970. Disposal regulations at that time permitted the commingling of various types of waste (i.e., transuranic, low-level radioactive, hazardous). As a result, much of the buried waste throughout the DOE Complex is presently believed to be contaminated with both hazardous and radioactive materials. DOE buried waste typically includes transuranic-contaminated radioactive waste (TRU), low-level radioactive waste (LLW), hazardous waste per 40 CFR 26 1, greater-than-class-C waste per CFR 61 55 (GTCC), mixed TRU waste, and mixed LLW. The mission of the Landfill Stabilization Focus Area is to develop, demonstrate, and deliver safer,more cost-effective and efficient technologies which satisfy DOE site needs for the remediation and management of landfills. The LSFA is structured into five technology areas to meet the landfill remediation and management needs across the DOE complex. These technology areas are: assessment, retrieval, treatment, containment, and stabilization. Technical tasks in each of these areas are reviewed.

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Science.gov (United States)

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Struggles and Successes Implementing Classroom Communication Technology in a College Pre-Calculus Course

Science.gov (United States)

Case, Erin; Pape, Stephen

2013-01-01

This case study documents the struggles and successes encountered by a pre-calculus teacher while using Classroom Connectivity Technology (CCT) daily in her community college mathematics course. CCT refers to a wireless communication system that connects a teacher's computer with an individual student's handheld calculator and has been associated…

Technologies for environmental cleanup: Toxic and hazardous waste management

International Nuclear Information System (INIS)

Ragaini, R.C.

1993-12-01

This is the second in a series of EUROCOURSES conducted under the title, ''Technologies for Environmental Cleanup.'' To date, the series consist of the following courses: 1992, soils and groundwater; 1993, Toxic and Hazardous Waste Management. The 1993 course focuses on recent technological developments in the United States and Europe in the areas of waste management policies and regulations, characterization and monitoring of waste, waste minimization and recycling strategies, thermal treatment technologies, photolytic degradation processes, bioremediation processes, medical waste treatment, waste stabilization processes, catalytic organic destruction technologies, risk analyses, and data bases and information networks. It is intended that this course ill serve as a resource of state-of-the-art technologies and methodologies for the environmental protection manager involved in decisions concerning the management of toxic and hazardous waste

The European Graduate Course in Cryogenics hosted at CERN.

CERN Multimedia

Laurent Tavian

2010-01-01

The “liquid helium” week of the European Graduate Course in Cryogenics was held at CERN from 30 August to 3 September 2010. This course scheduled annually since 2008 is a common teaching project of the Universities of Technology of Dresden, Wroclaw and Trondheim. It is focused on liquid natural gas, hydrogen and helium cryogenics. Attending students were carefully selected, and will take an examination giving ECTS credits for their academic curriculum.   This year, as Wroclaw University of Technology was already heavily involved in organising the International Cryogenic Engineering Conference (ICEC), it requested that the “liquid helium” week to be exceptionally held at CERN. While this is certainly a good choice from the point of view of large cryogenic helium systems, with the large cryoplants cooling the Large Hadron Collider (LHC) and its experiments, CERN has only acted as host laboratory organizing the course classes and visits, and the teaching and i...

An Investigation of Science and Technology Teachers’ Views on the 5th Grade Science Course

OpenAIRE

İkramettin Daşdemir

2014-01-01

This study was conducted to explore the science and technology teachers’ views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content analysis method. According to the results obtained from the open-ended questions, a great majority of science and technology teache...

Achieving generic competences through a cross-disciplinary research based course in Arctic Technology

DEFF Research Database (Denmark)

Kirkelund, Gunvor Marie; Hansen, Claus Thorp; Jensen, Pernille Erland

2014-01-01

In a research based course in Arctic Technology, different teaching activities were used to support learning of both technical and generic competences. The active learning was based around a 3-weeks field work period in Greenland in combination with lectures, assignments, project and peer group...... support the process of developing generic competences and are preparing the students to become professional engineers. For the future teaching of the course we have some suggestions for improvements: • Include peer-work as a learning objective and specify rubrics of how to give feedback to make it more...... work prior to and after the field work. The students represent a heterogeneous group of nationalities, previous experiences and scientific subjects. It was clearly seen by the learning outcome and assessment that students who used the offered feedback options during the course actively were more...

A Fuzzy Control Course on the TED Server

DEFF Research Database (Denmark)

Dotoli, Mariagrazia; Jantzen, Jan

1999-01-01

, an educational server that serves as a learning central for students and professionals working with fuzzy logic. Through the server, TED offers an online course on fuzzy control. The course concerns automatic control of an inverted pendulum, with a focus on rule based control by means of fuzzy logic. A ball......The Training and Education Committee (TED) is a committee under ERUDIT, a Network of Excellence for fuzzy technology and uncertainty in Europe. The main objective of TED is to improve the training and educational possibilities for the nodes of ERUDIT. Since early 1999, TED has set up the TED server...

The Making of a Course.

Science.gov (United States)

Truxal, John G.

1987-01-01

Discusses some of the concepts that are central to the courses offered by the Department of Technology and Society at the State University of New York at Stony Brook. Emphasizes the integration of technology concepts into courses dealing with problem solving, space technology, military technology and environmental studies. (TW)

Fabrication of nano structures in thin membranes with focused ion beam technology

NARCIS (Netherlands)

Gadgil, V.J.; Tong, D.H.; Cesa, Y.; Bennink, Martin L.

2009-01-01

In recent years, Focused Ion Beam (FIB) technology has emerged as an important tool for nanotechnology [V.J. Gadgil, F. Morrissey, Encyclopaedia of Nanoscience and Nanotechnology, vol. 1, American Science Publishers, ISBN: 1-58883-057-8, 2004, p101.]. In this paper, applications of focused ion beam

Campus-Based Student Experiences of Learning Technologies in a First-Year Science Course

Science.gov (United States)

Ellis, Robert; Weyers, Mark; Hughes, Jane

2013-01-01

This study reports on an investigation into the campus-based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which…

Technology Specialisation 1, 2 & 3 Compendium

DEFF Research Database (Denmark)

Tambo, Torben; Koch, Christian; Hansen, Hans Henrik

2010-01-01

and progressive move forward inspired by the spirit of engineering. This compendium gives broad information on many aspects of the Technology Specialisation project courses relating to aim, method, mentor company roles, individual versus group performance, scientific motivation and many other issues. The content......Within the Master of Science in Technology-based Business Development study program, Technology Specialisations are the recurring technological stronghold. The Technology Specialisations should hold the students focus on the technological platform of this program and ideally constitute a continuous...

DESIGNING ACADEMIC WRITING COURSE IN RUSSIA: FOCUS ON CONTENT

Directory of Open Access Journals (Sweden)

Elina S. Chujkova

2015-01-01

Full Text Available The aim of the study is to find the ways to adapt the content of Academic Writing course to Russian educational needs.Methods. The methods involve both – theoretical and empirical. Theoretical methods: the analysis of the teaching materials by English-speaking and Russianspeaking researchers in the field of EAP (English for Academic Purposes writing, modeling, systematisation. Empirical methods: observation, interview, questioning, students’ needs analysis; longitudinal pedagogical experiment; methods of mathematical statistics.Results. Syllabus design starts with the course objectives that are quite specific with reference to writing academically in English in Russia. The author examines cultural factors that make motivation to use English for academic purposes (EAP wane. One of them is teaching the subject which has application different from that in English-speaking countries. The author concludes that the experimental results of students’ expectations may contribute to the Academic Writing course design. They may alter both content and sequencing the material. Two main areas of academic writing application are writing for science and teaching others to write in English. The article provides a list of possible genres that vary depending on students’ professional needs.Scientific novelty. Further, developing the idea the researcher discusses three basic sources for the choice of the course material, i.e. foreign teaching EFL writing sources, printed works of Russian scholars devoted to teaching academic writing and, finally, needs analysis conducted with the Russian language students. The article provides an overview of these three sources and illustrates the main positions with the examples.Practical significance. Theoretical framework and findings may serve as a basis for organising a course of Academic Writing. For instance, a specially developed set of lectures is strongly recommended as the introduction to practice. Firstly, a

Designing Online Education Courses.

Science.gov (United States)

Trentin, Guglielmo

2001-01-01

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

Ethnographic Approach to Second Life in Education: A Focus on Technological Difficulties

Science.gov (United States)

Sponsiello, Marta; Gallego-Arrufat, María-Jesús

2016-01-01

This paper moves from the data collected during an ethnographic research conducted in Second Life, which focuses on the observation of different technological difficulties in educational experiences. The main research interests focused on the social dynamics of educational experiences in Second Life and the opportunity to develop a proper research…

An analysis of the information technology discipline in archival sciences undergraduate courses of universities from the south of Brazil

Directory of Open Access Journals (Sweden)

Nelma Camêlo Araujo

2009-10-01

Full Text Available The present article is part of a research conducted at universities of the south of Brazil that offers disciplines of Information Technology in Archival Sciences undergraduate courses. The research objective to identify through the educational project of these courses the subjects which have emphasis in the Information Technology, as well as to identify the teachers’ perception about the condition of these subjects in enabling the student for the challenges of the work market

Education on Risk Management with Gender Equity: Experiences in United Nations Development Programme (UNDP) courses using on-site education and synchronous technologies for distance education

Science.gov (United States)

Cepeda, J.; Marroquín, W.; Villar, Y.

2009-04-01

The experiences in two Risk Management courses organised by the Universidad Centroamericana "José Simeón Cañas" (UCA) and the "América Latina Genera" project of the BCPR-UNDP (Bureau for Crisis Prevention and Recovery of the United Nations Development Programme) are presented focusing on the design of teaching material and the selection and use of information-communication technologies (ICT) during the learning process. The organisation of these courses has posed three main challenges: the integration of a gender-equity approach in a subject that has traditionally lacked of it, the preparation of specialised teaching material for an audience with varied backgrounds and experience, and a widespread distribution of students and lecturers in different countries and with significant differences in ICT resources. These courses have combined tutorials, video-conferences, forums, chats, a media centre with video and podcast, and other resources to allow a close follow-up of the students' progress and strengthen the learning process. A specialised database of information within the "América Latina Genera" project has also been used intensively. Even though the building of capacity has been important, the emphasis of the courses has been on the practical application of projects in the students' work environment and in other real situations. The first course took place between June and December 2008 and consisted of a combination of on-site and distance education. The 15 students that registered the course included officials of local and central government institutions, private consultants, university staff and members of non-governmental organisations. Lecturers from the United States Geological Survey and the International Centre for Geohazards broadcasted videoconferences from the United States and Norway, respectively. The second course started in November 2008 and is scheduled to finish in February 2009. This course has been fully developed using distance education

New technology to collect solar energy: non-imaging focusing heliostat

International Nuclear Information System (INIS)

Kok Keong Chong; Bahrom Sanugi; Chen, L.C.; Jasmy Yunus; Kannan, K.S.; Lim, B.H.; Lim, C.S.; Noriah Bidin; Omar Aliman; Sahar Salehan; Shaikh Ab Rezan; Tam, C.M.; Tan, K.K.; Chen, Y.T.

2001-01-01

In this paper, we report a non-imaging focusing heliostat with multi-faceted plane mirrors for the effective use of solar energy. The non-imaging heliostat demonstrates a new technology to track the sun radiation and then concentrating it onto a stationary receiver by a mere single reflection. Deviated from the conventional method, one of the rotation axes is reoriented in a way that can significantly reduce the number of motors. The feasibility of the new scheme has been proved by a 25-mirrors-heliostat in Universiti Technologi Malaysia (UTM) campus. (Author)

Water Treatment Technology - Filtration.

Science.gov (United States)

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on filtration provides instructional materials for six competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: purposes of sedimentation basins and flocculation…

DESIGNING AI TEACHER ASSISTANT ON ONLINE-COURSE BASED ON WORD2VEC TECHNOLOGY

Directory of Open Access Journals (Sweden)

Pavel Aleksandrovich Rozhkin

2018-05-01

Full Text Available The purpose of this work is to develop an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Currently, there are already successful experiments on the use of artificial intelligence systems (IBM WATSON in online training. In this paper, we investigate the possibility of constructing such a system using word2vec technology. A two-stage method for finding an answer to a question is constructed. Method use word2vec technology for vector representation of questions and answers. At the first stage, the subject matter of the issue is determined and, if it corresponds to the theme of the forum, then the articles most relevant to the question are searched. A real situation was simulated with 16 themes and 80 answers to possible questions within the section of the online course “Linear Algebra and Geometry”. The question-answer system was designed and its performance was evaluated. The parameters have been chosen to achieve the best result. In 83% of the cases, the relevant answer to the formulated question was contained among the top 3 responses that the system offered. The issues of further development of applied approaches and increasing utility of the constructed question-answer system are considered. Purpose: developing an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Methodology: vectorization of questions and answers, neural network classification of the subject matter, construction of the answers rating. Results: acceptable accuracy in finding a relevant answer to a question are received. Practical implications: The results of the research can be used as a basis for designing an AI teacher assistant in online courses.

Enriching Information Technology Course Materials by Using Youtube

OpenAIRE

Abdillah, Leon Andretti

2017-01-01

IT offers some benefits and collaborations in various sectors. This research focuses on exploring higher education subjects via social technology, YouTube. YouTube is the world largest video based contents application in the world. Current learning materials are not only in text and images, but included video contents. This research enriching students learning materials may involving YouTube as learning sources. The study observed 118 sophomore students in computer science faculty. The result...

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

Science.gov (United States)

Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

2013-01-01

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

Incorporating Geodetic Technologies in to Field and Campus Courses at the University of Michigan: Best Practices and Lessons Learned

Science.gov (United States)

Niemi, N. A.; Clark, M. K.

2017-12-01

For the past 6 years, the University of Michigan has implemented geodetic techniques into both summer field courses and on-campus courses. The primary means for incorporating these technologies has been a partnership with UNAVCO to introduce terrestrial laser scanning (TLS) at summer field courses, although employing Structure from Motion(SfM), ArcCollector for iPads and RTK GPS surveying have also been explored. The nature of these types of data lend themselves readily to geomorphology, environmental, and natural hazards-based projects, and we have developed field projects or labs around neotectonics (fault-scarp scanning and diffusion analysis), change detection (braided stream evolution, landslide and rock glacier motion, coastal change) and mass wasting processes (rock avalanche scanning and analysis). While we have primarily developed multi-day projects that use these tools in a field camp setting, we have also developed weekend field trip projects and traditional afternoon lab exercises associated with on-campus courses. The use of geodetic technology is generally well received by students. Reasons for this are the use of somewhat different skill sets from traditional geologic mapping problems, including research survey design, real-time data acquisition, and quantitative data analysis. Students also perceive that they are engaged in learning technology which they may use in their future employment. Challenges encountered, particularly in the field, include managing large student groups with a finite pool of equipment, rapid data processing pressures, variable student experience with analysis software and limited technical support for field-based computational resources. We will describe the positive attributes of incorporating geodetic technologies into undergraduate courses and elaborate on some best practices learned from our experiences.

Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

International Nuclear Information System (INIS)

Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

1991-01-01

The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

Communication technologies in the study environment

DEFF Research Database (Denmark)

Thorhauge, Anne Mette

2012-01-01

will argue that the ways in which these technologies are used reflects two different perspectives on the interplay between communication technology and organisational structure: organisational structure as an anticipation of communication patterns implied in course management system’s design......In this article, I will analyse and discuss two qualitative case studies concerning ICT in the study environment at the University of Copenhagen, Denmark. I will place special focus on the way in which organisational perspectives as well as technological affordances shape how communication...... technologies are integrated into organisational structures and practices on campus. This involves a comparison between course management systems on the one hand and students’ personal media (mobile phones, e-mails) on the other hand, with regard to how these are used on campus. On the basis of this analysis, I...

Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses

Science.gov (United States)

Lohnes Watulak, Sarah

2018-01-01

Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…

Impact of an iDevice application on student learning in an occupational therapy kinesiology course.

Science.gov (United States)

Hughes, Jason K; Kearney, Pamalyn

2017-01-01

As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University. The iDevice app was released to the public via the Apple ® App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted. Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses. Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning.

Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

Science.gov (United States)

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

Water Treatment Technology - Wells.

Science.gov (United States)

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on wells provides instructional materials for five competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: dug, driven, and chilled wells, aquifer types, deep well…

Water Treatment Technology - Hydraulics.

Science.gov (United States)

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on hydraulics provides instructional materials for three competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: head loss in pipes in series, function loss in…

The focused use of posters for graduate education in the complex technological nursing environment.

Science.gov (United States)

Pelletier, D

1993-10-01

Posters are increasingly recognised as both a method of professional communication and a strategy for learning and assessment in nurse education. Rapid technological developments in health care and the nursing practice environment are generating specific educational needs in relation to the use of technology. There is a move to incorporate within the traditional rational technical focus a broader, more comprehensive understanding of technology, technological equipment and procedures. Technological innovations are an ideal subject matter for poster presentations at the graduate level particularly as broader dimensions such as the impetus for introduction, the research base, the evaluation strategy and the cost can be incorporated. Each poster can become a teaching focus for a student presentation to classmates or other professional forums in order to catalyse discussions of these wider dimensions. A description of the use of posters for these purposes with examples and comments by participants is included.

Modalidad de curso semipresencial. Aplicación en la asignatura Procesos Tecnológicos. // Blended e-learning courses. Teaching experiences in Technology Process courses.

Directory of Open Access Journals (Sweden)

M. E. García Domínguez

2008-09-01

Full Text Available Los cursos en estudios semipresenciales son propios de estudiantes que no disponen de tiempo suficiente para los estudiospor razones laborales o similares. Por sus características, permiten enfrentar mayores niveles de acceso y demandas depoblaciones estudiantiles geográficamente distantes de las sedes universitarias centrales, llevando los estudiosuniversitarios allí donde ellos residen o laboran, con lo cual se abren nuevas posibilidades para todos los que aspiran acursar estudios universitarios. En el presente artículo se expone el concepto de Semipresencialidad, así como la experienciaacumulada en la impartición de la asignatura de Procesos Tecnológicos utilizando ese modo de enseñanza.Palabras claves: Curso semipresencial, docencia, procesos tecnológicos, guía de estudio, guía del profesor._______________________________________________________________________________Abstract:Studies based in blended e-learning courses are distinctive for students with have not enough time for regular studiesdue to working or similar reasons. For their characteristics, blended e-learning courses allow to face access greaterlevels and demand of student in populations geographically far-away of the central headquarters. This modality ofstudies give new possibilities for all those that aspire to carry out university studies, bringing near the university topeople in their residence places or work. The concept of studies based in blended e-learning and some teachingexperiences in the Technology Process courses by this learning mode is exposed in the present article.Key words: Blended e-learning courses, teaching, technology process, professor’s manual, student’s manual.

Higher education technological knowledge and patterns of technology adoptions in undergraduate STEM courses

Science.gov (United States)

Ali, Zarka Asghar

Identifying, examining, and understanding faculty members' technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members' developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and

Mixed waste focus area alternative technologies workshop

International Nuclear Information System (INIS)

Borduin, L.C.; Palmer, B.A.; Pendergrass, J.A.

1995-01-01

This report documents the Mixed Waste Focus Area (MWFA)-sponsored Alternative Technology Workshop held in Salt Lake City, Utah, from January 24--27, 1995. The primary workshop goal was identifying potential applications for emerging technologies within the Options Analysis Team (OAT) ''wise'' configuration. Consistent with the scope of the OAT analysis, the review was limited to the Mixed Low-Level Waste (MLLW) fraction of DOE's mixed waste inventory. The Los Alamos team prepared workshop materials (databases and compilations) to be used as bases for participant review and recommendations. These materials derived from the Mixed Waste Inventory Report (MWIR) data base (May 1994), the Draft Site Treatment Plan (DSTP) data base, and the OAT treatment facility configuration of December 7, 1994. In reviewing workshop results, the reader should note several caveats regarding data limitations. Link-up of the MWIR and DSTP data bases, while representing the most comprehensive array of mixed waste information available at the time of the workshop, requires additional data to completely characterize all waste streams. A number of changes in waste identification (new and redefined streams) occurred during the interval from compilation of the data base to compilation of the DSTP data base with the end result that precise identification of radiological and contaminant characteristics was not possible for these streams. To a degree, these shortcomings compromise the workshop results; however, the preponderance of waste data was linked adequately, and therefore, these analyses should provide useful insight into potential applications of alternative technologies to DOE MLLW treatment facilities

An online learning course in Ergonomics.

Science.gov (United States)

Weiss, Patrice L Tamar; Schreuer, Naomi; Jermias-Cohen, Tali; Josman, Naomi

2004-01-01

For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.

Course Evaluation on the Web: Facilitating Student and Teacher Reflection to Improve Learning

Science.gov (United States)

Tucker, Beatrice; Jones, Sue; Straker, Leon; Cole, Joan

2003-01-01

The School of Physiotherapy at Curtin University of Technology in Perth, Western Australia, recognizes that learning is influenced by many variables. Therefore, evaluation of teaching and learning should focus on changes in knowledge, skills, attitudes, and behavior. In 1999, physiotherapy faculty at Curtin University developed Course Evaluation…

Students' Perceptions of Online Courses: The Effect of Online Course Experience

Science.gov (United States)

Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

2017-01-01

While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

Online discussion forums with embedded streamed videos on distance courses

Directory of Open Access Journals (Sweden)

Vicenc Fernandez

2014-03-01

Full Text Available Existing literature on education and technology has frequently highlighted the usefulness of online discussion forums for distance courses; however, the majority of such investigations have focused their attention only on text-based forums. The objective of this paper is to determine if the embedding of streamed videos in online discussion forums generates educational dialogue and consequently the feedback that students need in a Management Accounting Course. The findings suggest some interesting issues, such as: students prefer text answers except in complex questions, and videos never replace text commentaries and explanations, but rather complement them.

Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

Science.gov (United States)

Wang, Xueli

2016-01-01

This research focuses on course-taking patterns of beginning community college students enrolled in one or more non-remedial science, technology, engineering, and mathematics (STEM) courses during their first year of college, and how these patterns are mapped against upward transfer in STEM fields of study. Drawing upon postsecondary transcript…

METHODS FOR EVALUATION OF COMPANIES’ INFORMATION SYSTEMS AND TECHNOLOGIES EFFICIENCY AND CONTROL IN TEACHING COURSE "INFORMATION TECHNOLOGY GOVERNANCE"

OpenAIRE

Samchynska Yaroslava

2014-01-01

The use of the information systems and technologies in economic activity is called to represent companies’ corporate principles, aims, traditions, to help in realization of the planned strategies, thanks to that the management efficiency and the cost of enterprise increases. Teaching for educational discipline «IT Governance» is directed on a study and research of these intercommunications by students of the 5th course on specialties «Computer Science», «Software Engineering» for educational ...

New technologies applied to radiation protection training: Rp course for technical qualified expert

International Nuclear Information System (INIS)

Llorente Herranz, Cristina; Rodriguez, M.; Marco Arboli, Marisa

2008-01-01

This paper shows the development and results of the first Course for technical qualified expert in radiation protection (RP) using the advantages of Communication and Information Technologies (CITs). This project in modality b-learning has born as a result of the RP specialised course demand, the necessity of working-private life balance and working-training time combination as well as the geographic widespread of those interested. The methodology selected has been b-learning (blended learning), which consists of a mixture of e-learning plus face-to-face learning. The RP course for technical qualified RP expert has been designed for 10 weeks using online learning methodology and 2 days of face-to-face learning in a radioactive facility to take account practical sessions and the final knowledge evaluation. A multidisciplinary team of experts has elaborated the RP programme and the docent material, following national normative. The material consists of: a) Multimedia material with theoretical content to be visualised online; b) Additional material to be un-load or printed; c) Practical exercises within multimedia content; d) Practical online and face-to-face sessions. (author)

Models and Design Judgment: Conflicting Perspectives on Redesigning a Doctoral Readings Course

Directory of Open Access Journals (Sweden)

Colin M. Gray

2012-01-01

Full Text Available The purpose of this project was to document the redesign of an existing doctoral reading course for an online environment. Potential methods for actualizing the proposed course structure in an online environment, including technology tools and interactions are discussed. The design process began within the framework of the Four-Component Instructional Design (4C/ID model (van Merriënboer, 1997; van Merriënboer & Kirchner, 2007, which advocates a shift from topic-centeredness to a task-centered course organization, but quickly evolved into a flexible, iterative design process that was informed by prototyping, the judgment of the design team, and various theories of knowledge and knowing. The 4C/ID model represented our philosophical starting point, but our focus quickly shifted to a more flexible, eclectic process as we attempted to reconcile conflicting constraints on the final design. Along with the redevelopment of course objectives to meet strategic goals within the doctoral program came a focus on facilitating research thinking of the students rather than teaching isolated research tasks. The design process resulted in changes to the current residential course, which then provided an opportunity for further investigation.

Water Treatment Technology - Distribution Systems.

Science.gov (United States)

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on distribution systems provides instructional materials for six competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: types of pipe for distribution systems, types…

Technology Integration to Business Focusing on RFID, Interoperability, and Sustainability for Manufacturing, Logistics, and Supply Chain Management

CERN Document Server

Yee, John T

2013-01-01

Today’s global business environments drive companies to be more dependent on technology, and to remain competitive, firms will face situations in which they will need to introduce or adopt a new technology to their business. In order to achieve a successful integration with maximum return on investment, companies need a systematic approach that accommodates acomprehensive course of action of technology integration. Technology Integration to Business suggests a business-driven holistic approach of technology integration that consists of several steps. First, companies should examine the current state, issues, benefits, and obstacles of technology integration in conjunction with their competitive business strategy and operational capability. Second, firms should investigate new, emerging business technologies as to how those technologies can contribute to improve the business. Third, with the technology integration needs identified, companies should complete preparatory tasks before actual implementation, su...

Cofimvaba: Innovative and systemic technology application in rural, education focused, agri-based development initiatives

CSIR Research Space (South Africa)

Van Rensburg, J

2012-10-01

Full Text Available In this presentation the author shares current learning on the use of more targeted and systemic ICT for development as well as broader technology for development education and LED-focused interventions in the science, engineering and technology...

Industry to Education Technical Transfer Program & Composite Materials. Composite Materials Course. Fabrication I Course. Fabrication II Course. Composite Materials Testing Course. Final Report.

Science.gov (United States)

Massuda, Rachel

These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…

Multi-Course Comparison of Traditional versus Web-Based Course Delivery Systems

Science.gov (United States)

Weber, J. Michael; Lennon, Ron

2007-01-01

The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that…

Exploring the Life Course Perspective in Maternal and Child Health through Community-Based Participatory Focus Groups: Social Risks Assessment.

Science.gov (United States)

Salinas-Miranda, Abraham A; King, Lindsey M; Salihu, Hamisu M; Berry, Estrellita; Austin, Deborah; Nash, Susan; Scarborough, Kenneth; Best, Evangeline; Cox, Lillian; King, Georgette; Hepburn, Carrie; Burpee, Conchita; Richardson, Eugene; Ducket, Marlo; Briscoe, Richard; Baldwin, Julie

2017-01-01

Little is known about the patterns of risk factors experienced by communities of color and how diverse community contexts shape the health trajectory of women from the early childhood period to the time of their pregnancies. Thus, we conducted a focus group study to identify social risks over the life course that contribute to maternal and child health from the perspective of community members residing in low income urban areas. Ten community-based participatory focus groups were conducted with residents from selected communities in Tampa, Florida, from September to November 2013. We used the life course perspective to illuminate and explain the experiences reported by the interviewees. A total of 78 residents participated in the focus groups. Children and adolescents' health risks were childhood obesity, lack of physical activity, and low self-esteem. Women's health risks were low self-esteem, low educational level, low health literacy, inadequate parenting skills, and financial problems. Risks during pregnancy included stress, low self-esteem, inadequate eating patterns, lack of physical activity, healthcare issues, lack of social support, and lack of father involvement during pregnancy. Multiple risk factors contribute to maternal and child health in low income communities in Tampa Bay. The intersection of risk factors in different life periods suggest possible pathways, cumulative, and latent effects, which must be considered in future longitudinal studies and when developing effective maternal and child health programs and policies.

Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

Science.gov (United States)

Tang, Rong; Sae-Lim, Watinee

2016-01-01

In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

Special course for global nuclear human resource development in cooperation with Hitachi-GE nuclear energy in Tokyo institute of technology

International Nuclear Information System (INIS)

Ujita, H.; Futami, T.; Saito, M.; Murata, F.; Shimizu, M.

2012-01-01

Many Asian countries are willing to learn Japanese nuclear power plants experiences, and are interested in introducing nuclear power generation to meet their future energy demand. Special course for Global Nuclear Human Resource Development was established in April, 2011 in the Department of Nuclear Engineering at Graduate School of Tokyo Institute of Technology in cooperation with Hitachi-GE Nuclear Energy. Purpose of the special course is to develop global nuclear engineers and researchers not only in the Tokyo Institute of Technology but also in the educational institutes of Southeast Asian countries

ICT-Aided Engineering Courses: A Multi-Campus Course Management

Science.gov (United States)

Dana-Picard, Thierry; Kidron, Ivy; Komar, Meir; Steiner, Joseph

2006-01-01

Jerusalem College of Technology (JCT) is a multi-campus institution with identical syllabi for courses in every campus. Moreover, learning at JCT requires at the same time synchronous and asynchronous learning and teaching. For some introductory courses in Mathematics for Engineering students, websites have been built and now upgraded in order to…

Older Adults Perceptions of Technology and Barriers to Interacting with Tablet Computers: A Focus Group Study.

Science.gov (United States)

Vaportzis, Eleftheria; Clausen, Maria Giatsi; Gow, Alan J

2017-10-04

New technologies provide opportunities for the delivery of broad, flexible interventions with older adults. Focus groups were conducted to: (1) understand older adults' familiarity with, and barriers to, interacting with new technologies and tablets; and (2) utilize user-engagement in refining an intervention protocol. Eighteen older adults (65-76 years old; 83.3% female) who were novice tablet users participated in discussions about their perceptions of and barriers to interacting with tablets. We conducted three separate focus groups and used a generic qualitative design applying thematic analysis to analyse the data. The focus groups explored attitudes toward tablets and technology in general. We also explored the perceived advantages and disadvantages of using tablets, familiarity with, and barriers to interacting with tablets. In two of the focus groups, participants had previous computing experience (e.g., desktop), while in the other, participants had no previous computing experience. None of the participants had any previous experience with tablet computers. The themes that emerged were related to barriers (i.e., lack of instructions and guidance, lack of knowledge and confidence, health-related barriers, cost); disadvantages and concerns (i.e., too much and too complex technology, feelings of inadequacy, and comparison with younger generations, lack of social interaction and communication, negative features of tablets); advantages (i.e., positive features of tablets, accessing information, willingness to adopt technology); and skepticism about using tablets and technology in general. After brief exposure to tablets, participants emphasized the likelihood of using a tablet in the future. Our findings suggest that most of our participants were eager to adopt new technology and willing to learn using a tablet. However, they voiced apprehension about lack of, or lack of clarity in, instructions and support. Understanding older adults' perceptions of technology

S-TEAMS: A Truly Multiprofessional Course Focusing on Nontechnical Skills to Improve Patient Safety in the Operating Theater.

Science.gov (United States)

Stewart-Parker, Emma; Galloway, Robert; Vig, Stella

Possessing adequate nontechnical skills (NTS) in operating theaters is of increasing interest to health care professionals, yet these are rarely formally taught. Teams make human errors despite technical expertise and knowledge, compromising patient safety. We designed a 1-day, multiprofessional, multidisciplinary course to teach, practice, and apply these skills through simulation. The course, "S-TEAMS," comprised a morning of lectures, case studies, and interactive teamworking exercises. The afternoon divided the group into multiprofessional teams to rotate around simulated scenarios. During the scenarios, teams were encouraged to focus on NTS, including communication strategies, situational awareness, and prompts such as checklists. A thorough debrief with experienced clinician observers followed. Data was collected through self-assessments, immediate and 6-month feedback to assess whether skills continued to be used and their effect on safety. In total, 68 health care professionals have completed the course thus far. All participants felt the course had a clear structure and that learning objectives were explicit. Overall, 95% felt the scenarios had good or excellent relevance to clinical practice. Self-assessments revealed a 55% increase in confidence for "speaking up" in difficult situations. Long-term data revealed 97% of the participants continued to use the skills, with 88% feeling the course had prevented them from making errors. Moreover, 94% felt the course had directly improved patient safety. There is a real demand and enthusiasm for developing NTS within the modern theater team. The simple and easily reproducible format of S-TEAMS is sustainable and inclusive, and crucially, the skills taught continue to be used in long term to improve patient safety and teamworking. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Innovative assistive technology in Finnish public elderly-care services: a focus on productivity.

Science.gov (United States)

Melkas, Helinä

2013-01-01

The study investigates ways in which technology use may help municipalities improve productivity in elderly-care services. A case study of Finnish elderly-care services provides responses concerning impacts, decisions and options in technology use. The research data were collected during a 'smart home pilot' implemented in four housing service units. Over 60 assistive devices were introduced in the smart homes used during short-term housing periods. Both customers and care staff's experiences as well as processes related to the use of assistive devices were investigated on the basis of survey questionnaires, interviews and feedback. Assistive device-related operational processes were investigated with the help of concepts of 'resource focus', 'lost motion' and 'intermediate storage'. Four central operational processes were identified. Design and desirability as well as costs, such as opportunity costs of assistive devices were also a focus. Significant factors related to productivity were disclosed in this way. Technology use versus productivity needs to be 'circled' from the points of view of individual users, workplaces, service processes, and larger technology options. There must be long-term patience to introduce technology properly into use to produce positive impacts on productivity. Customers and care staff have an interlinked, vital role to play as decision-makers' informants.

Maximizing flexibility and learning; using learning technology to improve course programs in higher education

OpenAIRE

Aasbrenn, Martin; Bingen, Hanne Maria

2009-01-01

ICDE 23rd World Conference. Including EADTU Annual Conference 7-10 June, 2009 The Netherlands, Maastricht MECC We propose a framework for development of course programs in higher education : Our vision is that all teaching in higher education should aim for maximal learning with maximal flexibility. Learning technology could be used to optimize this, implemented through continuous feedback from the students.

The Teaching Model through Problem-Based Learning in a Course on Bibliographic Research

Directory of Open Access Journals (Sweden)

Ruth Cristina Hernández-Ching

2018-02-01

Full Text Available The experience of applying problem-based learning (PBL technique in the Bibliographic Research course from a Bachelor of English study plan of a public university during the first half of 2014 is shared. The investigation aimed to answer the following question: Does the problem-based learning technique in the Bibliographic Research course allows to implement the main tenets of the teaching model: epistemological foundation, learning theory, methodology and didactics, and communication processes? The research approach proposed was qualitative, and triangulation for measuring variables was implemented. The following instruments were applied: observation, experience record books, and focus groups. Furthermore, formative learning was measured by means of an online survey. Results of the instruments were categorized using technology-based tools such as Wordle (observation, NVivo (record books and MindNode (focus groups. A convenience sampling was used to collect data from eight students enrolled in the Bibliographic Research course, ten students of Integrated English II for non-English majors, and the researcher, as professor of the courses. It was determined that the PBL technique permitted to reach the main tenets of the teaching model. It was identified that the teacher was the main learner, and the one who benefited from the process, since a culture of knowledge, throughout the course, was created. It was also concluded that this technique allowed to develop twenty-first century skills. It would be valuable to quantify whether the development of the four basic skills of English, especially the conversation one, improves using the technique along with technologies.

Obtaining college credit for licensed operator courses at the Wolf Creek Generating Station

International Nuclear Information System (INIS)

Russo, C.W.; Coulthard, R.C.

1985-01-01

The presentation examined alternatives to formal college courses as a means to obtain college credit toward a baccalaureate degree for station operations personnel. The focus is on the American Council on Education (ACE-PONSI) program which evaluates and makes credit recommendations for courses sponsored by organizations, like utilities, whose primary function is not education. Significant elements of the licensed operator program were prepared for an ACE-PONSI review and determined to be equivalent to college level nuclear engineering technology course work. The ACE-PONSI evaluation provides a good foundation and a significant amount of the training program evaluation required prior to the INPO accreditation effort

Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

Science.gov (United States)

Momsen, Jennifer L; Long, Tammy M; Wyse, Sara A; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.

Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers

Science.gov (United States)

Sacristán, Ana Isabel

2017-01-01

In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration,…

Tanks Focus Area retrieval process development and enhancements FY96 technology development summary report

International Nuclear Information System (INIS)

Rinker, M.W.; Bamberger, J.A.; Hatchell, B.K.

1996-09-01

The Retrieval Process Development and Enhancements (RPD ampersand E) activities are part of the Retrieval and Closure Program of the U.S. Department of Energy (DOE) EM-50 Tanks Focus Area. The purposes of RPD ampersand E are to understand retrieval processes, including emerging and existing technologies, and to gather data on those processes, so that end users have the requisite technical basis to make retrieval decisions. Work has been initiated to support the need for multiple retrieval technologies across the DOE complex. Technologies addressed during FY96 focused on enhancements to sluicing, borehole mining, confined sluicing retrieval end effectors, the lightweight scarifier, and pulsed air mixing. Furthermore, a decision tool and database have been initiated to link retrieval processes with tank closure to assist end users in making retrieval decisions

Teaching caring and competence: Student transformation during an older adult focused service-learning course.

Science.gov (United States)

Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College

Science.gov (United States)

Wladis, Claire; Conway, Katherine; Hachey, Alyse C.

2017-01-01

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

Math 3310--Technical Mathematics I. Course Outline.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…

Pharmaceutical Biotechnology: A New Graduate Course at the University of Florida College of Pharmacy.

Science.gov (United States)

Schreier, Hans; And Others

1990-01-01

The University of Florida's efforts to include aspects of genetically engineered drugs into undergraduate teaching and develop a graduate program focusing on the pharmaceutical aspects of technology are outlined, including constituent contributions, attendance, and evaluation. The program's current status and plans for a lab course are discussed.…

Mobile Phone Voting for Participation and Engagement in a Large Compulsory Law Course

Science.gov (United States)

Habel, Chad; Stubbs, Matthew

2014-01-01

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous…

Use of information technologies in teaching course "Analytical geometry" in higher schools on example of software "ANALYTICAL GEOMETRY"

OpenAIRE

V. B. Grigorieva

2009-01-01

In article are considered the methodical questions of using of computer technologies, for example, the software "Analytical geometry", in process of teaching course of analytical geometry in the higher school.

A 10-Year Assessment of Information and Communication Technology Tasks Required in Undergraduate Agriculture Courses

Science.gov (United States)

Edgar, Leslie D.; Johnson, Donald M.; Cox, Casandra

2012-01-01

This study sought to assess required information and communication technology (ICT) tasks in selected undergraduate agriculture courses in a land-grant university during a 10-year period. Selected agriculture faculty members in the fall 1999 (n = 63), 2004 (n = 55), and 2009 (n = 64) semesters were surveyed to determine the ICT tasks they required…

The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course

Science.gov (United States)

Mayisela, Tabisa

2013-01-01

Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology…

Changes in Attitudes towards Science-Technology-Society of Pre-Service Science Teachers

Science.gov (United States)

Kaya, Osman Nafiz; Yager, Robert; Dogan, Alev

2009-01-01

This research focuses on use of a triadic teaching approach in a science-technology-society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic…

Technology in the United Kingdom’s Higher Education Context

OpenAIRE

Price, Linda; Kirkwood, Adrian

2008-01-01

Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the tec...

Applying Technology To Facilitate Poster Presentations.

Science.gov (United States)

Marek, Pam; Christopher, Andrew N.; Koenig, Cynthia S.

2002-01-01

Promotes the use of presentation software in psychology courses to teach students technological skills that prepare them for the future. Explains that many graduates in psychology are employed in other fields after graduation. Discusses the use of presentation software with a focus on poster preparation using Microsoft PowerPoint software. (CMK)

Telecommunication Technologies for Smart Grid Projects with Focus on Smart Metering Applications

Directory of Open Access Journals (Sweden)

Nikoleta Andreadou

2016-05-01

Full Text Available This paper provides a study of the smart grid projects realised in Europe and presents their technological solutions with a focus on smart metering Low Voltage (LV applications. Special attention is given to the telecommunications technologies used. For this purpose, we present the telecommunication technologies chosen by several European utilities for the accomplishment of their smart meter national roll-outs. Further on, a study is performed based on the European Smart Grid Projects, highlighting their technological options. The range of the projects analysed covers the ones including smart metering implementation as well as those in which smart metering applications play a significant role in the overall project success. The survey reveals that various topics are directly or indirectly linked to smart metering applications, like smart home/building, energy management, grid monitoring and integration of Renewable Energy Sources (RES. Therefore, the technological options that lie behind such projects are pointed out. For reasons of completeness, we also present the main characteristics of the telecommunication technologies that are found to be used in practice for the LV grid.

Should I Take It or Should I Not? Exploration of Students’ Course Choice as a Product

Directory of Open Access Journals (Sweden)

Goknil N. Kocak

2011-01-01

Full Text Available This study aims to explore the components of students’ course selection process and overlooking these components from marketing perspective. Three focus groups were administered. Data revealed that the focus groups participants’ responses are congregated in two main categories: (1 WOM related evaluations. (2 Official concerns based evaluations. The WOM related evaluations were emerged as follows; (1.1 instructors’ in-class performance, (1.2 the degree of attractiveness of course-related virtual environment, (1.3 the toughness of course assignments and their grading policies. Official concerns based evaluations were surfaced as follows; (2.1 level of academic and practical experience of instructors (2.2 the use of computer-enhanced learning technologies. Like consumer purchase decision process it is observed that, students too seek reliable information and gather information mainly from senior students in the form of WOM activities; and courses and instructors’ performance factors which are counterparts of product and services in academia are evaluated based on information in WOM activities.

Basic guidelines to introduce electric circuit simulation software in a general physics course

Science.gov (United States)

Moya, A. A.

2018-05-01

The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and shows how students can use the simulation software to do simple activities associated with a lab exercise itself and with related topics. By introducing electric circuit simulation programs in a general physics course as a brief activitiy complementing lab exercise, students develop basic skills in using simulation software, improve their knowledge on the topology of electric circuits and perceive that the technology contributes to their learning, all without reducing the time spent on the actual content of the course.

Applying the Seven Principles of Good Practice: Technology as a Lever--In an Online Research Course

Science.gov (United States)

Johnson, Sherryl

2014-01-01

This article provides an overview of the seven principles of good practice with emphasis on the implementation of technology in an online healthcare research class in a southwest Georgia (United States) university. The seven principles are outlined using various elements of the online course. Historical and philosophical reasoning are applied to…

A CONSTRUCTIVIST APPROACH TO THE DESIGN AND DELIVERY OF AN ONLINE PROFESSIONAL DEVELOPMENT COURSE: A CASE OF THE iEARN ONLINE COURSE

Directory of Open Access Journals (Sweden)

Lockias Chitanana

2012-01-01

Full Text Available This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The design of the course appeared to have a positive impact on participants’ collaboration with peers. Results of the study confirms earlier research findings that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. Results of this study can be used to assist professional development coordinators and administrators to plan effective professional development. The results of the study are also expected to contribute to improvements in the design of professional development course content, instruction, delivery and administration, focusing on factors such as program model, delivery, contextual factors or best practices.

How to Mix the Ingredients for a Blended Course Recipe

Directory of Open Access Journals (Sweden)

Antoanela Naaji

2015-12-01

Full Text Available Over the last years, the growing ubiquity of Social Media, the emerging mobile technologies and the augmented reality become more deeply integrated into the teaching-learning process and also create new opportunities for reinventing the way in which educational actors both perceive and access learning. The major challenges in education that involve tremendous development and innovation are blended courses/ flipped classrooms integrating Social Media (SM, Open Educational Resources (OER and Massive Open Online Courses (MOOC (Johnson et al., 2014. This paper focuses on evaluating the e-learning experiences of various actors in the Romanian educational system. There is a tendency to use virtual learning environments with increasing frequency in higher education, many participants experiencing both online and blended courses. Another issue approached in this paper concerns the relevance of the components of online/ blended courses. In this context, the paper analyzes the importance of these elements with respect to various fields, such as: exact sciences, social sciences, humanistic studies, medical sciences, etc. In conclusion, we identify the most relevant elements in the development of online/ blended courses for various domains. The results will emphasize the standards required for evaluating the quality of online and blended courses.

Students’ Perceptions About Learning Environment of a Distance Course Based on Technology Acceptance Model: A Descriptive Study

Directory of Open Access Journals (Sweden)

Erman UZUN

2013-03-01

Full Text Available Technology Acceptance Model (TAM is a measure to assess the underlying reasons about the use of a technology. In this study an extended version of TAM were used. This extended version composed of three factors. These are “perceived motivation towards learning environment”, “perceived usefulness” and “perceived ease of use”. In this study, the learning environment of a distance course was investigated to see students’ perceptions. This distance course was delivered from one university to the other university via video-conferencing with ITL Learning Gateway content management system during the whole semester. The participants were the 32 first year vocational higher education institution students. The descriptive findings revealed that each factor of TAM perceived by students as having moderate advantages. It is believed that the underlying reason of this situation was based on the students’ low computer competency and e-learning experiences.

Keeping Pace with New Technology: An Introduction to Robotics, FORTH, and Artificial Intelligence.

Science.gov (United States)

Reck, Gene

A course was developed to introduce students at a community college to four major areas of emphasis in emerging technologies: FORTH programming language, elementary electronic theory, robotics, and artificial intelligence. After a needs assessment indicated the importance of such a course, a pretest focusing on the four areas was given to students…

Performances for confocal X-ray diffraction technology based on polycapillary slightly focusing X-ray optics

Energy Technology Data Exchange (ETDEWEB)

Liu, Hehe; Liu, Zhiguo [The Key Laboratory of Beam Technology and Materials Modification of the Ministry of Education, Beijing Normal University, Beijing 100875 (China); College of Nuclear Science and Technology, Beijing Normal University, Beijing 100875 (China); Beijing Radiation Center, Beijing 100875 (China); Sun, Tianxi, E-mail: stxbeijing@163.com [The Key Laboratory of Beam Technology and Materials Modification of the Ministry of Education, Beijing Normal University, Beijing 100875 (China); College of Nuclear Science and Technology, Beijing Normal University, Beijing 100875 (China); Beijing Radiation Center, Beijing 100875 (China); Peng, Song [The Key Laboratory of Beam Technology and Materials Modification of the Ministry of Education, Beijing Normal University, Beijing 100875 (China); College of Nuclear Science and Technology, Beijing Normal University, Beijing 100875 (China); Beijing Radiation Center, Beijing 100875 (China); Ma, Yongzhong [Center for Disease Control and Prevention of Beijing, Beijing 100013 (China); Sun, Weiyuan; Li, Yude; Lin, Xiaoyan; Zhao, Weigang; Zhao, Guangcui; Luo, Ping; Pan, Qiuli; Ding, Xunliang [The Key Laboratory of Beam Technology and Materials Modification of the Ministry of Education, Beijing Normal University, Beijing 100875 (China); College of Nuclear Science and Technology, Beijing Normal University, Beijing 100875 (China); Beijing Radiation Center, Beijing 100875 (China)

2013-09-21

The confocal X-ray diffraction (XRD) technology based on a polycapillary slightly focusing X-ray lens (PSFXRL) in excitation channel and a polycapillary parallel X-ray lens (PPXRL) with a long input focal distance in detection channel was developed. The output focal spot of the PSFXRL and the input focal spot of the PPXRL were adjusted in confocal configuration, and only the X-rays from the volume overlapped by these foci could be accordingly detected. This confocal configuration was helpful in decreasing background. The convergence of the beam focused by the PSFXRL and divergence of the beam which could be collected by the PPXRL with a long input focal distance were both about 9 mrad at 8 keV. This was helpful in improving the resolution of lattice spacing of this confocal XRD technology. The gain in power density of such PSFXRL and PPXRL was about 120 and 7 at 11 keV, respectively, which was helpful in using the low power source to perform XRD analysis efficiently. The performances of this confocal XRD technology were provided, and some common plastics were analyzed. The experimental results demonstrated that the confocal diffraction technology base on polycapillary slightly focusing X-ray optics had wide potential applications.

Rethinking and Redesigning an Image Processing Course from a Problem-Based Learning Perspective

DEFF Research Database (Denmark)

Reng, Lars; Triantafyllou, Evangelia; Triantafyllidis, George

2015-01-01

of such concepts and being able to use them for solving real-world problems. The Problem-Based Learning (PBL) pedagogy is an approach, which favours learning by applying knowledge to solve such problems. However, formulating an appropriate project for image processing courses presents challenges on how......Our experience at the Media Technology department, Aalborg University Copenhangen has shown that learning core concepts and techniques in image processing is a challenge for undergraduate students. One possible cause for this is the gap between understanding the mathematical formalism...... to appropriately present relevant concepts and techniques to students. This article presents our redesign of an image processing course at the Media Technology department, which focused on relevant concept and technique presentation and design projects and employed a game engine (Unity) in order to present...

Neurocognitive functioning over the course of trauma-focused psychotherapy for PTSD: Changes in verbal memory and executive functioning.

Science.gov (United States)

Nijdam, Mirjam J; Martens, Irene J M; Reitsma, Johannes B; Gersons, Berthold P R; Olff, Miranda

2018-05-01

Individuals with post-traumatic stress disorder (PTSD) have neurocognitive deficits in verbal memory and executive functioning. In this study, we examined whether memory and executive functioning changed over the course of treatment and which clinical variables were associated with change. Neuropsychological assessments were administered at baseline and endpoint of a randomized controlled trial as secondary outcome. Trauma survivors (n = 88) diagnosed with PTSD received trauma-focused psychotherapy within a 17-week randomized controlled trial. Neuropsychological tests were the California Verbal Learning Test, Rivermead Behavioural Memory Test, Stroop Color Word Test, and Trail Making Test. Significant, small- to medium-sized improvements in verbal memory, information processing speed, and executive functioning were found after trauma-focused psychotherapy (Cohen's d 0.16-0.68). Greater PTSD symptom decrease was significantly related to better post-treatment neurocognitive performance (all p effect sizes exceed those of practice effects. Future research should determine whether these changes translate into improved functioning in the daily lives of the patients. Patients with PTSD have difficulties performing verbal memory tasks (e.g., remembering a grocery list, recall of a story) and executive functioning tasks (e.g., shifting attention between two tasks, ignoring irrelevant information to complete a task). Verbal memory, information processing speed, and executive functioning significantly improved in patients with post-traumatic stress disorder over the course of trauma-focused psychotherapy. Improvements were equal in size for two different trauma-focused psychotherapies (Eye movement desensitization and reprocessing therapy and brief eclectic psychotherapy for PTSD). Medium-sized effects were found for recall of a story, whereas effects in other aspects of verbal memory, information processing speed, and executive functioning were small-sized. No causal

Undergraduate physics course innovations and their impact on student learning

Science.gov (United States)

Iverson, Heidi Louise

Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an

A historical overview of magnetic resonance imaging, focusing on technological innovations.

Science.gov (United States)

Ai, Tao; Morelli, John N; Hu, Xuemei; Hao, Dapeng; Goerner, Frank L; Ager, Bryan; Runge, Val M

2012-12-01

Magnetic resonance imaging (MRI) has now been used clinically for more than 30 years. Today, MRI serves as the primary diagnostic modality for many clinical problems. In this article, historical developments in the field of MRI will be discussed with a focus on technological innovations. Topics include the initial discoveries in nuclear magnetic resonance that allowed for the advent of MRI as well as the development of whole-body, high field strength, and open MRI systems. Dedicated imaging coils, basic pulse sequences, contrast-enhanced, and functional imaging techniques will also be discussed in a historical context. This article describes important technological innovations in the field of MRI, together with their clinical applicability today, providing critical insights into future developments.

Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

Science.gov (United States)

Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

2016-02-01

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

NEW APPROACHES TO EFFICIENCY OF MASSIVE ONLINE COURSE

Directory of Open Access Journals (Sweden)

Liubov S. Lysitsina

2014-09-01

Full Text Available This paper is focused on efficiency of e-learning, in general, and massive online course in programming and information technology, in particular. Several innovative approaches and scenarios have been proposed, developed, implemented and verified by the authors, including 1 a new approach to organize and use automatic immediate feedback that significantly helps a learner to verify developed code and increases an efficiency of learning, 2 a new approach to construct learning interfaces – it is based on “develop a code – get a result – validate a code” technique, 3 three scenarios of visualization and verification of developed code, 4 a new multi-stage approach to solve complex programming assignments, 5 a new implementation of “perfectionism” game mechanics in a massive online course. Overall, due to implementation of proposed and developed approaches, the efficiency of massive online course has been considerably increased, particularly 1 the additional 27.9 % of students were able to complete successfully “Web design and development using HTML5 and CSS3” massive online course at ITMO University, and 2 based on feedback from 5588 students a “perfectionism” game mechanics noticeably improves students’ involvement into course activities and retention factor.

Nuclear Technology Series. Course 13: Power Plant Chemistry.

Science.gov (United States)

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Combining different Technologies in a Funerary Archaeology content and language integrated Learning (CLIL) Course

OpenAIRE

Cignoni, Laura; Fornaciari, Gino

2009-01-01

The aim of this paper is to describe a project in which Italian undergraduate students at the Palaeopathology Division of Pisa University will attend a two-year Content and Language Integrated Learning (CLIL) course combining the study of funerary archaeology with English as vehicular language. At the presence of a subject and language teacher working together, the trainees will use different types of technology including devices such as electronic blackboards and Word applications with user-...

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

Directory of Open Access Journals (Sweden)

Susan Merkel

2012-02-01

Full Text Available The number of students who leave majors in science, technology, engineering, and mathematics (STEM due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding.

Science.gov (United States)

Merkel, Susan

2012-01-01

The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

Directory of Open Access Journals (Sweden)

Erhan ÜNAL

2017-04-01

Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.

Focus on Learning and Technology.

Science.gov (United States)

Kalkowski, Marsha A.

2001-01-01

Discusses results of a survey of Nebraska high school journalism teachers, their use of technology and their attitudes towards it. Discusses concerns about balancing technology and its uses and demands with the teaching of good writing and good journalism practices. Discusses negative scanners, buying a digital camera, and new image-editing…

Enhancing technology acceptance: The role of the subsurface contaminants focus area external integration team

International Nuclear Information System (INIS)

Kirwan-Taylor, H.; McCabe, G.H.; Lesperance, A.; Kauffman, J.; Serie, P.; Dressen, L.

1996-09-01

The US DOE is developing and deploying innovative technologies for cleaning up its contaminated facilities using a market-oriented approach. This report describes the activities of the Subsurface Contaminant Focus Area's (SCFA) External Integration Team (EIT) in supporting DOE's technology development program. The SCFA program for technology development is market-oriented, driven by the needs of end users. The purpose of EIT is to understand the technology needs of the DOE sites and identify technology acceptance criteria from users and other stakeholders to enhance deployment of innovative technologies. Stakeholders include regulators, technology users, Native Americans, and environmental and other interest groups. The success of this national program requires close coordination and communication among technology developers and stakeholders to work through all of the various phases of planning and implementation. Staff involved must be willing to commit significant amounts of time to extended discussions with the various stakeholders

Enhancing technology acceptance: The role of the subsurface contaminants focus area external integration team

Energy Technology Data Exchange (ETDEWEB)

Kirwan-Taylor, H.; McCabe, G.H. [Battelle Seattle Research Center, WA (United States); Lesperance, A. [Pacific Northwest National Lab., Richland, WA (United States); Kauffman, J.; Serie, P.; Dressen, L. [EnvironIssues (United States)

1996-09-01

The US DOE is developing and deploying innovative technologies for cleaning up its contaminated facilities using a market-oriented approach. This report describes the activities of the Subsurface Contaminant Focus Area`s (SCFA) External Integration Team (EIT) in supporting DOE`s technology development program. The SCFA program for technology development is market-oriented, driven by the needs of end users. The purpose of EIT is to understand the technology needs of the DOE sites and identify technology acceptance criteria from users and other stakeholders to enhance deployment of innovative technologies. Stakeholders include regulators, technology users, Native Americans, and environmental and other interest groups. The success of this national program requires close coordination and communication among technology developers and stakeholders to work through all of the various phases of planning and implementation. Staff involved must be willing to commit significant amounts of time to extended discussions with the various stakeholders.

Visual object-oriented technology and case-tools of developing the Internet / Intranet-oriented training courses

Directory of Open Access Journals (Sweden)

Salaimeh S. A.

2017-12-01

Full Text Available New information technologies, modern computers, LAN, WAN networks enable us to modernize the whole education system. One of the most perspective ways of the modern educational system’s development is online education. The questions of developing the visual instrumental system PIECE designed to automate processes of creation the cross- platform hypermedia training and controlling course (HTCC are viewed in this paper.

Analysis of the conceptions and expectations of students in the courses of pedagogy, administration and human resources about the discipline of science, technology and society

Science.gov (United States)

de Souza, Alexandre; de Oliveira Neves, Jobert; Ferreira, Orlando Rodrigues; Lúcia Costa Amaral, Carmem; Delourdes Maciel, Maria; Voelzke, Marcos Rincon; Nascimento, Rômulo Pereira

2012-10-01

Provided for the education curricula since 1960, the focus on Science, Technology and Society (STS) has been poorly implemented even until today. Set as a goal to be achieved at all levels of education by 2014, in Brazil it is necessary to undertake specific actions in pursuit of putting into practice what has been stalled over the years in Education. As a result of joint efforts of teachers and students of the Masters in Teaching Science and Mathematics at the Universidade Cruzeiro do Sul comes the challenge of providing a specific discipline dealing with the concepts of STS, offered as a optional special, initially for students of Pedagogy and later, due to the interest of some students, for the course of Administration and Human Resources of this institution. The survey of previous conceptions of students enrolled in the Special Discipline Elective Science, Technology and Society (CTS DOP) on the triad of STS showed a great ignorance on the same theme. The reports reveal conceptions of students who approach the linear model of development. As to the generated expectations in terms of discipline, there stand out the desires of expansion of knowledge for possible applications in personal and professional life. This research aims to evaluate the current course, while identifying ways to improve and strengthen the STS movement in education.

Adherence to Technology-Mediated Insomnia Treatment: A Meta-Analysis, Interviews, and Focus Groups.

Science.gov (United States)

Horsch, Corine; Lancee, Jaap; Beun, Robbert Jan; Neerincx, Mark A; Brinkman, Willem-Paul

2015-09-04

Several technologies have been proposed to support the reduction of insomnia complaints. A user-centered assessment of these technologies could provide insight into underlying factors related to treatment adherence. Gaining insight into adherence to technology-mediated insomnia treatment as a solid base for improving those adherence rates by applying adherence-enhancing strategies. Adherence to technology-mediated sleep products was studied in three ways. First, a meta-analysis was performed to investigate adherence rates in technology-mediated insomnia therapy. Several databases were queried for technology-mediated insomnia treatments. After inclusion and exclusion steps, data from 18 studies were retrieved and aggregated to find an average adherence rate. Next, 15 semistructured interviews about sleep-support technologies were conducted to investigate perceived adherence. Lastly, several scenarios were written about the usage of a virtual sleep coach that could support adherence rates. The scenarios were discussed in six different focus groups consisting of potential users (n=15), sleep experts (n=7), and coaches (n=9). From the meta-analysis, average treatment adherence appeared to be approximately 52% (95% CI 43%-61%) for technology-mediated insomnia treatments. This means that, on average, half of the treatment exercises were not executed, suggesting there is a substantial need for adherence and room for improvement in this area. However, the users in the interviews believed they adhered quite well to their sleep products. Users mentioned relying on personal commitment (ie, willpower) for therapy adherence. Participants of the focus groups reconfirmed their belief in the effectiveness of personal commitment, which they regarded as more effective than adherence-enhancing strategies. Although adherence rates for insomnia interventions indicate extensive room for improvement, users might not consider adherence to be a problem; they believe willpower to be an

Female Students' Experiences of Computer Technology in Single- versus Mixed-Gender School Settings

Science.gov (United States)

Burke, Lee-Ann; Murphy, Elizabeth

2006-01-01

This study explores how female students compare learning computer technology in a single- versus a mixed- gender school setting. Twelve females participated, all of whom were enrolled in a grade 12 course in Communications' Technology. Data collection included a questionnaire, a semi-structured interview and focus groups. Participants described…

Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning

Science.gov (United States)

Alaswad, Zina; Nadolny, Larysa

2015-01-01

The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game-based learning and reviewed the research on structuring a course with a focus on feedback, goals, and…

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (August-December 2006)

CERN Multimedia

2006-01-01

The Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the PERL, C++, OO and Java course series there are some places available on the following course sessions, scheduled until the end of this year: PERL 5 - Introduction: 31.8-1.9.2006 (2 days) C++ for Particle Physicists: 16-20.10.2006 (6 half days, the popular course given by Paul Kunz) Object-Oriented Analysis and Design using UML: 17-19.10.2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 19-20.10.2006 (2 days) JAVA - Level 1: 30.10-1.11.2006 (3 days) PERL 5 - Advanced Aspects: 2.11.2006 (1 day) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16.11.2006 (3 days) JAVA - Level 2: 4-7.12.2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15.12.2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBea...

Enhancing University Teachers' Information and Communication Technology Usage by Using a Virtual Learning Environment Training Course

Science.gov (United States)

Ageel, Mohammed; Woollard, John

2012-01-01

The research project is a case study focussing on the use of a virtual learning environment (VLE) implemented to increase the use of information and communication technology (ICT) by university teachers in Jazan University, Saudi Arabia. The study aims to investigate the effect of the VLE as the vehicle for a training course in ICT designed to…

A Sample Application for Use of Biography in Social Studies; Science, Technology and Social Change Course

Science.gov (United States)

Er, Harun

2017-01-01

The aim of this study is to evaluate the opinions of social studies teacher candidates on use of biography in science, technology and social change course given in the undergraduate program of social studies education. In this regard, convergent parallel design as a mixed research pattern was used to make use of both qualitative and quantitative…

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

Science.gov (United States)

Kaleli-Yilmaz, Gül

2015-01-01

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…

E-learning Programmes and Courses Evaluation Report

DEFF Research Database (Denmark)

Badger, Merete; Prag, Sidsel-Marie Winther; Monaco, Lucio

the development, testing, and evaluation of a series of applications for training and entrepreneurship in the field of sustainable energy (project work package 2, 3, and 4). This report describes the project outcomes related to this work stream with focus on E-learning programmes and courses. It represents...... the project deliverable “D3.4 E-learning Programmes and Courses Evaluation Report”. The applications developed for entrepreneurship will be described and evaluated in the project deliverable “D4.3 e-link evaluation report”. The second work stream (work package 5) covers the development of E......-infrastructure eduGAIN2. The access point is a web portal – the VCH Portal – which is used to manage users and groups. The E-infrastructure of VCH will be described and evaluated in the project deliverable “5.4 Virtual Campus Hub Technology Evaluation Report”. The E-learning applications described in this report...

Special evaluation review of the Agency's training course programme 1986-1995

International Nuclear Information System (INIS)

1996-12-01

During discussions at the 1994 Policy Review Seminar, Member States supported the principle that socio-economic impact and cost-benefit be considered important factors in the approval of technical co-operation programmes. In line with this principle, it was considered timely to conduct an evaluation of the Agency's Training Course Programme, to assist the Department of Technical Co-operation in focusing this programme on relevant subjects, consistent with the objectives and trends of, and complementary to, the entire Technical Co-operation Programme. The main purpose of the evaluation was to (a) assess the continued relevance, effectiveness and impact of the Training Course Programme in its present form as a means of technology transfer to developing Member States; and (b) propose possible alternatives for handling the demand by Member States for training through regional and interregional training courses. 10 tab

Construction of Interactive Teaching System for Course of Mechanical Drawing Based on Mobile Augmented Reality Technology

Directory of Open Access Journals (Sweden)

Juan Cheng

2018-02-01

Full Text Available The teaching aim of Mechanical Drawing is to cultivate the students' graphics interpreting ability, plotting ability, inter-space imagination and innovation ability. For engineering students in China Universities, Mechanical Drawing course with the characteristics of 3D and 2D inter-space transformation, is often difficult to master. The ordinary dull teaching method is not enough for stimulating students’ spatial imagination capability, interest in learning, and cannot meet teachers’ teaching needs to explain complicated graphs relationships. In this paper, we design an interactive teaching system based on mobile augmented reality to improve the learning efficiency of Mechanical Drawing course. To check the effect of the proposed system, we carried out a case study of course teaching of Mechanical Drawing. The results demonstrate that the class for which interactive teaching system based on mobile augmented reality technology was adopted is significantly superior to the class for which the ordinary dull teaching approach was adopted with regard to the degree of proficiency of course key and difficult points content，spatial imagination capability, students’ interest in learning and study after class, especially in respect of students’ learning interest and spatial imagination capability.

Resisting the Lure of Technology-Driven Design: Pedagogical Approaches to Visual Communication

Science.gov (United States)

Northcut, Kathryn M.; Brumberger, Eva R.

2010-01-01

Technical communicators are expected to work extensively with visual texts in workplaces. Fortunately, most academic curricula include courses in which the skills necessary for such tasks are introduced and sometimes developed in depth. We identify a tension between a focus on technological skill vs. a focus on principles and theory, arguing that…

Focus on focusing

International Nuclear Information System (INIS)

Anon.

1985-01-01

The discovery and impact of the principle of strong focusing was celebrated at a history Symposium at Stanford on 25 July in the course of the 1985 US Summer School on Particle Accelerators. Burt Richter, Stanford Linac Director, who introduced all the speakers with well chosen reminders about their various contributions related to the theme of the symposium, remarked that it was an appropriate time to be lauding the great contributions of accelerator physicists following the Nobel Prize award to Simon van der Meer for outstanding achievements in accelerator physics

Focus on focusing

Energy Technology Data Exchange (ETDEWEB)

Anon.

1985-10-15

The discovery and impact of the principle of strong focusing was celebrated at a history Symposium at Stanford on 25 July in the course of the 1985 US Summer School on Particle Accelerators. Burt Richter, Stanford Linac Director, who introduced all the speakers with well chosen reminders about their various contributions related to the theme of the symposium, remarked that it was an appropriate time to be lauding the great contributions of accelerator physicists following the Nobel Prize award to Simon van der Meer for outstanding achievements in accelerator physics.

Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education

Science.gov (United States)

Li, Yi; Wang, Qiu; Campbell, John

2015-01-01

This study focused on learning equity in colleges and universities where teaching and learning depends heavily on computer technologies. The study used the Structural Equation Modeling (SEM) to investigate gender and racial/ethnic heterogeneity in the use of a computer based course management system (CMS). Two latent variables (CMS usage and…

AP statistics crash course

CERN Document Server

D'Alessio, Michael

2012-01-01

AP Statistics Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Statistics Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Statistics course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time. Our easy-to-read format covers: exploring da

Influences of Inadequate Instructional Materials and Facilities in Teaching and Learning of Electrical/Electronics Technology Education Courses

Science.gov (United States)

Ogbu, James E.

2015-01-01

This study investigated the influences of inadequate instructional materials and facilities in the teaching and learning of electrical/electronics (E/E) technology education courses. The study was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. The design employed was descriptive survey…

Self-Organizing Units in an Interdisciplinary Course for Pervasive Computing Design

OpenAIRE

McNair, Lisa; Newswander, Chad; Coupey, Eloise; Dorsa, Ed; Martin, Tom; Paretti, Marie

2009-01-01

We conducted a case study of a design course that focused on bringing together students from engineering, industrial design, and marketing to use pervasive computing technologies to design, coordinate, and build a “smart” dorm room for disabled individuals. The class was loosely structured to encourage innovation, critical thinking and interdisciplinarity. In this environment, teams were created, disassembled, and re-created in a self-organizing fashion. With few norms, teams were expected to...

FORMING OF INFORMATION COMPETENCE OF STUDENTS IN THE PRCESS OF TEACHING ELECTIVE COURSES MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Directory of Open Access Journals (Sweden)

E. Liskovich

2012-10-01

Full Text Available The article considers approaches to the definition of information competence, investigated the possibility of elective courses in physics for the formation of information competence through the use of modern information and communication technologies.

Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

Directory of Open Access Journals (Sweden)

Bella H Mehta

2013-01-01

Full Text Available Objective: To describe examples of effective teaching strategies utilized within a required nonprescription therapeutics course, in order to accommodate learning characteristics of Millennials. Case Study: Instructors identified unique characteristics of Millennial generation students through literature review and focused educational workshops. These characteristics include the desire for active learning where didactic lectures make a connection to life, the incorporation of technology, and assignments that focus on team work. Course modifications were then made based on these characteristics including redesign of large group course lectures with incorporation of patient cases, inclusion of a variety of online components including the opportunity to provide course feedback, and active learning small group projects within workshop sections. Evaluation:Student evaluation of the course and instructors significantly improved after introducing changes to the course compared to previous years. Each component of the student evaluation resulted in a statistically significant change in mean score. Verbal and written evaluations indicated a very positive learning experience for students. Grade mean (3.3 vs. 3.8, p Conclusions: By identifying characteristics of Millennial generation student learners, traditional teaching methods can be modified in order to enhance retention of material and optimize their learning process. Course changes improved the learning experience for students and instructors. Instructors' willingness to evaluate generational differences and adapt teaching enhances the learning experiences in the classroom for both students and instructors.   Type: Case Study

Ethical perspectives on emerging assistive technologies: insights from focus groups with stakeholders in long-term care facilities.

Science.gov (United States)

Dorsten, Aimee-Marie; Sifford, K Susan; Bharucha, Ashok; Mecca, Laurel Person; Wactlar, Howard

2009-03-01

ASSISTIVE TECHNOLOGIES ARE RELATIVELY novel tools for research and daily care in long-term care (LTC) facilities that are faced with the burgeoning of the older adult population and dwindling staffing resources. The degree to which stakeholders in LTC facilities are receptive to the use of these technologies is poorly understood. Eighteen semi-structured focus groups and one interview were conducted with relevant groups of stakeholders at seven LTC facilities in southwestern Pennsylvania. Common themes identified across all focus groups centered on concerns for privacy, autonomy, cost, and safety associated with implementation of novel technologies. The relative importance of each theme varied by stakeholder group as well as the perceived severity of cognitive and/or physical disability. Our findings suggest that ethical issues are critical to acceptance of novel technologies by their end users, and that stakeholder groups are interdependent and require shared communication about the acceptance of these emerging technologies.

Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students.

Science.gov (United States)

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

2015-06-01

Learning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning. To apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions. A single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling. Quantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis. Students' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles. The TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Effect of Computer Assisted Mind Mapping on Students’ Academic Achievement, Attitudes and Retention in Science and Technology Course

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Mehmet Nuri GÖMLEKSİZ

2013-12-01

Full Text Available This study aims at determining the effects of computer assisted mind mapping (CAMM technique on students’ academic achievement, attitudes and retention in Science and Technology course. Mixed-method research design which included both quantitative and qualitative methods was used in the study. Pretest-posttest control group experimental design, interview and observation techniques were used. The study included one experimental (N:36 one control group (N:32. The study was conducted on seventh grade students at an elementary school in 2011-2012 academic year. While experimental group used CAMM technique, control group used traditional method. The achievement test, administered as a pre-, post- and delayed post-test, included 34 questions. The mean difficulty of the test was calculated to be .54 and KR-20 reliability coefficient was measured to be .73. To determine students' attitudes towards Science and Technology course, a 20-item five-point Likert-style attitude scale (α: .89 developed by Akınoğlu (2001 was used. The results revealed that CAMM technique had a positive effect on students’ achievement and attitudes towards learning science and technology

Game Programming Course - Creative Design and Development

Directory of Open Access Journals (Sweden)

Jaak Henno

2008-10-01

Full Text Available Rapid developments of the Electronic Entertainment - computer and video games, virtual environments, the "Games 3.0" revolution - influences also courses about Games and Virtual Environments. In the following is discussed the course “Games and Virtual Environments” presented in the fall 2007 term in Tallinn University of Technology; the main emphasis of the course was not on programming technology, but on understanding games as a special form of communication and exploring specific features of this form.

Evaluating a technology supported interactive response system during the laboratory section of a histology course.

Science.gov (United States)

Rinaldi, Vera D; Lorr, Nancy A; Williams, Kimberly

2017-07-01

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics TM , a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions "on-the-go," engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The Effectiveness of Language Used in E-Learning Courses

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Przygoda Agnieszka

2017-12-01

Full Text Available The notion of language in e-Learning is still not very clear from a technical as well as semantic point of view. In the era of Information Technology, it is more and more important to unify the principles of language used and its semantic meaning to be more simple and precise when taking into consideration online educational courses. During the last years, e-Learning courses have begun to be popular around the world as during an internet era, we tend to find consolidated information sources on internet rather than in traditional courses which require our physical presence. The crucial issue which makes an e- Learning course function is the language used to transmit all the information to the students in a clear and effective manner. For such language to be considered effective, it is necessary to adjust it to the general standards adopted in an international environment. The notion of a language used in e-Learning also faces some problems as it should be so concise as to be accessible for everybody regardless of gender, nationality, and intellectual level. It is hard to standardise its principles, thus over the years many scientists have tried to unify the top requirements a perfect e-Learning course should have. Nowadays, most of the population should stop considering e-Learning as an alternative form of education and focus on developing new models and structures for education and learning that fully exploit the opportunities of today’s digital revolution. With a laptop, a mobile device and Wi-Fi, you can manage your own e-Learning course, and take courses yourself, at any time and place, in any language. A typical model of an e-Learning course is based on guided self-study with a linear progression through modules consisting of recorded lectures, course literature, written assignments and multiple-choice self-tests. Technology has got an even better solution which consists of standardising the learning process and adopting it to a commonly

Wind Energy Workforce Development: Engineering, Science, & Technology

Energy Technology Data Exchange (ETDEWEB)

Lesieutre, George A.; Stewart, Susan W.; Bridgen, Marc

2013-03-29

Broadly, this project involved the development and delivery of a new curriculum in wind energy engineering at the Pennsylvania State University; this includes enhancement of the Renewable Energy program at the Pennsylvania College of Technology. The new curricula at Penn State includes addition of wind energy-focused material in more than five existing courses in aerospace engineering, mechanical engineering, engineering science and mechanics and energy engineering, as well as three new online graduate courses. The online graduate courses represent a stand-alone Graduate Certificate in Wind Energy, and provide the core of a Wind Energy Option in an online intercollege professional Masters degree in Renewable Energy and Sustainability Systems. The Pennsylvania College of Technology erected a 10 kilowatt Xzeres wind turbine that is dedicated to educating the renewable energy workforce. The entire construction process was incorporated into the Renewable Energy A.A.S. degree program, the Building Science and Sustainable Design B.S. program, and other construction-related coursework throughout the School of Construction and Design Technologies. Follow-on outcomes include additional non-credit opportunities as well as secondary school career readiness events, community outreach activities, and public awareness postings.

Interdisciplinary Integrated Engineering Development Course in HITACHI

Science.gov (United States)

Ojima, Masahiro

As an example of interdisciplinary education for engineers in private companies, IED (Integrated Engineering Development) course at HITACHI Ltd. is presented. To help 30 years old or so promising engineers create a new product based on a new technology, one year term course is designed for four types of engineers; mechanical, electric & electronic, information software, and digital systems. Each course has core basic technologies plus related supplementary subjects to promote an interdisciplinary integrated engineer. Not only lectures given by university professors but heavy duty home work is also given by senior engineers of HITACHI to make them apply basic theory to practical problems. Furthermore, self development planning, leadership development program and technology-marketing project are introduced to promote human skills and business sense needed for technology leaders in company.

Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

Directory of Open Access Journals (Sweden)

J. Michael Weber, PhD.,

2007-07-01

Full Text Available The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that should be considered. The significant pro is the element of convenience which eliminates the constrictive boundaries of space and time. The most notable con involves the impersonal nature of the online environment. Overall, we found the web-based course delivery system to be very successful in terms of learning outcomes and student satisfaction.

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

Science.gov (United States)

Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

Assessment of an On-Line Earth System Science Course for Teachers

Science.gov (United States)

Shuster, R. D.; Grandgenett, N.

2009-12-01

The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.

Applied Problems and Use of Technology in an Aligned Way in Basic Courses in Probability and Statistics for Engineering Students--A Way to Enhance Understanding and Increase Motivation

Science.gov (United States)

Zetterqvist, Lena

2017-01-01

Researchers and teachers often recommend motivating exercises and use of mathematics or statistics software for the teaching of basic courses in probability and statistics. Our courses are given to large groups of engineering students at Lund Institute of Technology. We found that the mere existence of real-life data and technology in a course…

An undergraduate course to bridge the gap between textbooks and scientific research.

Science.gov (United States)

Wiegant, Fred; Scager, Karin; Boonstra, Johannes

2011-01-01

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.

Mixed Waste Focus Area alternative oxidation technologies development and demonstration program

International Nuclear Information System (INIS)

Borduin, L.C.; Fewell, T.; Gombert, D.; Priebe, S.

1998-01-01

The Mixed Waste Focus Area (MWFA) is currently supporting the development and demonstration of several alternative oxidation technology (AOT) processes for treatment of combustible mixed low-level wastes. The impetus for this support derives from regulatory and political hurdles frequently encountered by traditional thermal techniques, primarily incinerators. AOTs have been defined as technologies that destroy organic material without using open-flame reactions. Whether thermal or nonthermal, the processes have the potential advantages of relatively low-volume gaseous emissions, generation of few or no dioxin/furan compounds, and operation at low enough temperatures that metals (except mercury) and most radionuclides are not volatilized. Technology development and demonstration are needed to confirm and realize the potential of AOTs and to compare them on an equal basis with their fully demonstrated thermal counterparts. AOTs include both thermal and nonthermal processes that oxidize organic wastes but operate under significantly different physical and chemical conditions than incinerators. Nonthermal processes currently being studied include Delphi DETOX and acid digestion at the Savannah River Site, and direct chemical oxidation at Lawrence Livermore National Laboratory. All three technologies are at advanced stages of development or are entering the demonstration phase. Nonflame thermal processes include catalytic chemical oxidation, which is being developed and deployed at Lawrence Berkeley National Laboratory, and team reforming, a commercial process being supported by Department of Energy. Related technologies include two low-flow, secondary oxidation processes (Phoenix and Thermatrix units) that have been tested at MSE, Inc., in Butte, Montana. Although testing is complete on some AOT technologies, most require additional support to complete some or all of the identified development objectives. Brief descriptions, status, and planned paths forward for each

Computational technologies a first course

CERN Document Server

Borisov, Victor S; Grigoriev, Aleksander V 1; Kolesov, Alexandr E 1; Popov, Petr A 1; Sirditov, Ivan K 1; Vabishchevich, Petr N 1; Vasilieva, Maria V 1; Zakharov, Petr E 1; Vabishchevich, Petr N 0

2015-01-01

In this book we describe the basic elements of present computational technologies that use the algorithmic languages C/C++. The emphasis is on GNU compilers and libraries, FOSS for the solution of computational mathematics problems and visualization of the obtained data. Many examples illustrate the basic features of computational technologies.

The Long-Term Impact of an Education for Sustainability Course on Israeli Science and Technology Teachers' Pro-Environment Awareness, Commitment and Behaviour

Science.gov (United States)

Abramovich, Anat; Loria, Yahavit

2015-01-01

The impact of an Education for Sustainability (EfS) course for science and technology junior high school teachers on the intentional and actual environmental behaviour of participants was studied by researching the EfS implementation of 13 science and technology teachers within their family, community, and work environment. The research was…

A Course in Desktop Publishing.

Science.gov (United States)

Somerick, Nancy M.

1992-01-01

Describes "Promotional Publications," a required course for public relations majors, which teaches the basics of desktop publishing. Outlines how the course covers the preparation of publications used as communication tools in public relations, advertising, and organizations, with an emphasis upon design, layout, and technology. (MM)

Creation and Assessment of an Active e-Learning Introductory Geology Course

Science.gov (United States)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Nuclear Technology Series. Course 25: Radioactive Material Handling Techniques.

Science.gov (United States)

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Nuclear Technology Series. Course 15: Metallurgy and Metals Properties.

Science.gov (United States)

Technical Education Research Center, Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment

Science.gov (United States)

Hafner, Christoph A.; Miller, Lindsay

2011-01-01

This paper reports on the syllabus design and implementation of an English for Science and Technology (EST) course at an English-medium university in Hong Kong. The course combined elements of project-based learning and a "pedagogy for multiliteracies" (New London Group, 1996) to produce a strong learner autonomy focus. A major component…

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

Science.gov (United States)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

Development of training courses in the field of nuclear energy

International Nuclear Information System (INIS)

Lee, Han Young; Soe, In Seok; Lee, Ui Jin; Park, Jae Chang; Kim, Ik Hyeon; Won, Jong Yeol; Nam, Jae Yeol

1993-12-01

The nuclear training center provides various training courses in such areas of nuclear energy as nuclear power technology, radioisotope applications technology, non-destructive technology, nuclear safety, etc. The center also provides in-house staff training courses in project management, computer applications, and other research areas. The objective of the project is to develop new specialized training courses not only nuclear energy areas but also in management, so that localization of nuclear project can be accomplished as early as possible. The scope and contents of the project envision the following aims; 1. to develop specialized nuclear training programs; 2. to develop project management training courses for KAERI staff; 3. to collect and analyze foreign training programs and materials; 4. to develop foreign-assisted training courses; and 5. to develop international training courses for developing country trainese

Cost management of golf courses

OpenAIRE

Černický, Marek

2010-01-01

The thesis focuses on costs incurred during the golf course construction and also on operating costs. Types of these costs and options of cost cutting are described. The final part of the thesis analyzes and models usage yield and capacity of golf courses.

Electrical installations technology

CERN Document Server

Whitfield, J F

1968-01-01

Electrical Installations Technology covers the syllabus of the City and Guilds of London Institute course No. 51, the "Electricians B Certificate”. This book is composed of 15 chapters that deal with basic electrical science and electrical installations. The introductory chapters discuss the fundamentals and basic electrical principles, including the concept of mechanics, heat, magnetic fields, electric currents, power, and energy. These chapters also explore the atomic theory of electric current and the electric circuit, conductors, and insulators. The subsequent chapter focuses on the chemis

Reexamining the Ethics of Nuclear Technology.

Science.gov (United States)

Andrianov, Andrei; Kanke, Victor; Kuptsov, Ilya; Murogov, Viktor

2015-08-01

This article analyzes the present status, development trends, and problems in the ethics of nuclear technology in light of a possible revision of its conceptual foundations. First, to better recognize the current state of nuclear technology ethics and related problems, this article focuses on presenting a picture of the evolution of the concepts and recent achievements related to technoethics, based on the ethics of responsibility. The term 'ethics of nuclear technology' describes a multidisciplinary endeavor to examine the problems associated with nuclear technology through ethical frameworks and paradigms. Second, to identify the reasons for the intensification of efforts to develop ethics in relation to nuclear technology, this article presents an analysis of the recent situation and future prospects of nuclear technology deployment. This includes contradictions that have aggravated nuclear dilemmas and debates stimulated by the shortcomings of nuclear technology, as well as the need for the further development of a nuclear culture paradigm that is able to provide a conceptual framework to overcome nuclear challenges. Third, efforts in the field of nuclear technology ethics are presented as a short overview of particular examples, and the major findings regarding obstacles to the development of nuclear technology ethics are also summarized. Finally, a potential methodological course is proposed to overcome inaction in this field; the proposed course provides for the further development of nuclear technology ethics, assuming the axiological multidisciplinary problematization of the main concepts in nuclear engineering through the basic ethical paradigms: analytical, hermeneutical, and poststructuralist.

The Role of Executive Functioning and Technological Anxiety (FOMO in College Course Performance as Mediated by Technology Usage and Multitasking Habits

Directory of Open Access Journals (Sweden)

Larry D. Rosen

2017-12-01

Full Text Available This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out-mediated by how students choose to use technology. An unobtrusive smartphone application called “Instant Quantified Self” monitored daily smartphone unlocks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student’s ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of “Instant” application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking “tech breaks” to reduce technology anxiety.

Examination of the Effects of STEM Education Integrated as a Part of Science, Technology, Society and Environment Courses

Science.gov (United States)

Yildirim, Bekir; Selvi, Mahmut

2016-01-01

This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers' attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015…

The Association between Tolerance for Ambiguity and Fear of Negative Evaluation: A Study of Engineering Technology Capstone Courses

Science.gov (United States)

Dubikovsky, Sergey I.

2016-01-01

For many students in engineering and engineering technology programs in the US, senior capstone design courses require students to form a team, define a problem, and find a feasible technical solution to address this problem. Students must integrate the knowledge and skills acquired during their studies at the college or university level. These…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

Science.gov (United States)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education

Directory of Open Access Journals (Sweden)

Yi Li

2015-06-01

Full Text Available This study focused on learning equity in colleges and universities where teaching and learning depends heavily on computer technologies. The study used the Structural Equation Modeling (SEM to investigate gender and racial/ethnic heterogeneity in the use of a computer based course management system (CMS. Two latent variables (CMS usage and scholastic aptitudes—with two moderation covariates (gender and ethnicity—were used to explore their associational relationships with students’ final grades. More than 990 students’ CMS data were collected from courses at a Midwest public university in the United States. The final model indicated that there was gender and racial/ethnic invariance in the use of the CMS. Additionally, CMS use was significantly positively associated with students’ academic achievement. These findings have policy and practical implications for understanding the correlation between technology use and academic achievement in colleges and universities. This study also pointed out future research directions for technology use in higher education.

Modern technologies in e-learning

OpenAIRE

Kubičková, Barbora

2013-01-01

This thesis is focused on the educational theories, forms of training, development and types of e - learning. Then there are mentioned new online educational technologies, pros and cons of on-line learning and its trends (gamification, social learning, MOOCs, etc.). This theoretical knowledge is necessary for understanding the principles of the on-line education and importance of massive open online courses. One part of the practical section concentrates on the results of a questionnaire rega...

EVALUATION OF FREE PLATFORMS FOR DELIVERY OF MASSIVE OPEN ONLINE COURSES (MOOCS

Directory of Open Access Journals (Sweden)

Airton ZANCANARO

2017-01-01

Full Text Available For the hosting, management and delivery of Massive Open Online Courses (MOOC it is necessary a technological infrastructure that supports it. Various educational institutions do not have or do not wish to invest in such a structure, possibly because MOOCs are not yet part of official programs of universities, but initiatives by a particular teacher or a research group. Focusing on this problem, this study seeks to identify platforms that make it possible to create, host and provide courses free of charges for the offeror; find in the respective literature, the basic requirements for MOOC platforms and to evaluate the platforms based on the raised requirements. In order to identify the platforms, information was sought in scientific articles and websites dealing with the comparison of platforms and listing the existing MOOC providers. For the definition of evaluation requirements, there was a search in the Web of Science and Scopus databases, looking for the term "Massive Open Online Courses". After applying some filters, 62 works that address platforms and technology were selected for analysis. As a result there is the identification of six platforms that allow the free supply of courses, the proposal for 14 requirements for reviewing them and a frame containing the evaluation of the identified platforms. This assessment is important since it brings knowledge as a basis for selecting a platform that is the most suitable one in terms of the chosen structure and method to store, manage and deliver courses in MOOC format.

Building technology entrepreneurship capabilities, an engineering education perspective

DEFF Research Database (Denmark)

Kleine, Kari; Giones, Ferran; Tegtmeier, Silke

researchers from the university pitch their ongoing projects, involving the TTO if necessary, to the students. The course offers a safe environment to put in practice technology commercialization practices through a real case exercise; although the learning outcomes of the course are focused on analyzing...... and technology entrepreneurship education (STEE) share common elements, for instance there are similarities on the overall design, content, pedagogical methods, learning environment, and intended learning outcomes. Nevertheless, each program has specific elements related to outcomes assessment...... approach. In more detail, the DSMI model (acronym for Den Syddanske Model for Igeniøruddlannelser) used at SDU requires that students work on problems proposed by companies in the region during their studies, introducing company visits and participation of company employees as guest lectures as part...

The Effects of Technology Innovativeness and System Exposure on Student Acceptance of E-Textbooks

Science.gov (United States)

Ngafeeson, Madison N.; Sun, Jun

2015-01-01

The efforts of educators in the last three decades have, among other things, focused on the use of information technology (IT) in education. It has become commonplace to view information systems both as an effective carrier of course content as well as a cost-effective tool to improve student learning outcomes. One of such technologies is the…

Exploring Courses in Engineering Ethics.pdf

OpenAIRE

Filippidis, Michael; Hua, Whittier; Kocevska, Stefani; Mercer, Joshua; Neva, Melissa; Otetubi, Korede; Trawitzki, Kaila

2015-01-01

This is the final project that my classmates and I worked on for our Engineering Ethics Honors course at the New Jersey Institute of Technology.  We were assigned with the task of researching various options for engineering ethics courses, both online and at other institutions.  The overall goal of this presentation is to create criteria for an ideal engineering ethics course.

Mobile Health Technology in Late-Life Mental Illness: A Focused Literature Review.

Science.gov (United States)

Moussa, Yara; Mahdanian, Artin A; Yu, Ching; Segal, Marilyn; Looper, Karl J; Vahia, Ipsit V; Rej, Soham

2017-08-01

In an era of rising geriatric mental health care needs worldwide, technological advances can help address care needs in a cost-effective fashion. Our objective in this review was to assess whether mobile health technology, such as tablets and smartphones, are feasible to use in patients with late-life mental and cognitive disorders, as well as whether they were generally reliable modes of mental health/cognitive assessment. We performed a focused literature review of MEDLINE, PsychInfo, and Embase databases, including papers specifically assessing the implementation of mobile health technologies: electronic tablets (e.g., iPad), smartphones, and other mobile computerized equipment in older adults (age ≥65 years) diagnosed with or at risk of a mental and/or cognitive disorder. A total of 2,079 records were assessed, of which 7 papers were of direct relevance. Studies investigated a broad variety of mobile health technologies. Almost all examined samples with dementia/cognitive dysfunction or at risk for those disorders. All studies exclusively examined the use of mobile health technologies for the assessment of cognitive and or mental illness symptoms or disorders. None of the studies reported participants having any difficulties using the mobile health technology assessments and overall reliability was similar to paper-and-pencil modes of assessment. Overall, mobile health technologies were found to be feasible by patients and had promising reliability for the assessment of cognitive and mental illness domains in older adults. Future clinical trials will be necessary to assess whether portable communication interventions (e.g., symptom tracking) can improve geriatric mental health outcomes. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Do Technological and Course-Related Variables Impact Undergraduates' Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?

Science.gov (United States)

Blau, Gary; Drennan, Rob B., Jr.; Karnik, Satyajit; Kapanjie, Darin

2017-01-01

Lower teaching evaluations can affect students' willingness to recommend an online course. To maintain online course quality, it is important to keep the "integrity" of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face-to-face (F2F) equivalent. This study explored the…

Reclaiming Deviance as a Unique Course from Criminology.

Science.gov (United States)

Bader, Chris; And Others

1996-01-01

Asserts that the emphasis on criminal deviance in deviance textbooks creates too much overlap between what should be separate courses in deviance and criminology. Suggests that sociology courses focus on theories of deviance while criminology courses emphasize prevention. Discusses topics currently covered in both courses. (MJP)

New course: "Introduction to knowledge transfer tools"

CERN Multimedia

2014-01-01

The Knowledge Transfer group is now offering a half-day course that will give an introduction to intellectual property, contracts for knowledge transfer, and projects involving industry and other external partners.   The purpose of the course is to give the essential information about how one can secure ownership of inventions and to provide information on legal and contractual considerations when transferring knowledge and technology or when doing collaborative R&D. The course will also highlight some common pitfalls that should be avoided to increase the chances of successfully transferring knowledge and technology. In addition, the course will involve examples of real projects and challenges. The first session will take place the 19 May 2014. To enroll, please follow this link: “Introduction to knowledge transfer tools”.

Principles and software realization of a multimedia course on theoretical electrical engineering based on enterprise technology

Directory of Open Access Journals (Sweden)

Penev Krasimir

2003-01-01

Full Text Available The Department of Theoretical Electrical Engineering (TEE of Technical University of Sofia has been developing interactive enterprise-technologies based course on Theoretical Electrical Engineering. One side of the project is the development of multimedia teaching modules for the core undergraduate electrical engineering courses (Circuit Theory and Electromagnetic Fields and the other side is the development of Software Architecture of the web site on which modules are deployed. Initial efforts have been directed at the development of multimedia modules for the subject Electrical Circuits and on developing the web site structure. The objective is to develop teaching materials that will enhance lectures and laboratory exercises and will allow computerized examinations on the subject. This article outlines the framework used to develop the web site structure, the Circuit Theory teaching modules, and the strategy of their use as teaching tool.

Pre–Service Teachers’ Lived Experiences with Taking Courses through Learning Management Systems: A Qualitative Study

Directory of Open Access Journals (Sweden)

Esra ERGUL SONMEZ

2018-04-01

Full Text Available Learning management systems (LMS are web–based platforms used for enhancing and supporting classroom teaching or delivering online instruction. Much of the earlier research has focused on their technological features and implementations into instruction. However, investigating what and how teachers and students think about and experience with LMS based on their actual usage is needed to realize educational potential of these systems. This study aimed to investigate pre–service teachers’ lived experiences about taking courses through Moodle LMS. The research was designed as a qualitative study. Data were collected through semi–structured interviews and analyzed through content analysis technique via Nvivo 7.0 software. The sample included 25 college students majoring in Computer and Instructional Technology Education at a state university in Turkey. Majority of the participants indicated that Moodle was user–friendly, beneficial and enhancer for interaction with both instructor and course content. Participants identified “assignments”, “resources”, and “forum” as the most effective instructional modules. On the other hand, some argued that Moodle could not provide face–to–face interaction like in the classrooms and thus it was not suitable for certain math and non–math courses requiring such interaction. They also found registration to course website as the biggest technical challenge.

Evaluation of warm mix technologies for use in asphalt rubber - asphaltic concrete friction courses (AR\\0x2010ACFC) : final report.

Science.gov (United States)

2016-07-01

The objective of this research project was to determine whether warm mix asphalt (WMA) technologies can be : used by the Arizona Department of Transportation (ADOT) for the production of an asphalt rubberasphaltic : concrete friction course (AR...

TwinFocus, a concentrated photovoltaic module based on mature technologies

Directory of Open Access Journals (Sweden)

Antonini Piergiorgio

2014-01-01

Full Text Available Among solar power generation, concentrated photovoltaics (CPV based on multijunction (MJ solar cells, is one of the most promising technology for hot climates. The fact that multijunction solar cells based on direct band gap semiconductors demonstrate lower dependence on temperature than silicon solar cells boosted their use in concentrated photovoltaics modules. Departing from the mainstream design of Fresnel lenses, the CPV module based on TwinFocus design with off-axis quasi parabolic mirrors differentiates itself for its compactness and the possibility of easy integration also in roof-top applications. A detailed description of the module and of the systems will be given together with measured performances, and expectations for the next release.

Mathematical modeling courses for Media technology students

DEFF Research Database (Denmark)

Timcenko, Olga

2009-01-01

This paper addresses curriculum development for Mathematical Modeling course at Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised three times, Mathematic...

Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students

Science.gov (United States)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

This research aims to a) identify instructional software (interactive multimedia CDs) by developing Computer-Assisted Instruction (CAI) multimedia that is eligible to be used in the instruction of the Educational Technology course; b) analysis the role of instructional software (interactive multimedia CDs) on the Educational Technology course through the development of Computer-Assisted Instruction (CAI) multimedia to improve the quality of education and instructional activities. This is Research and Development (R&D). It employed the descriptive procedural model of development, which outlines the steps to be taken to develop a product, which is instructional multimedia. The number of subjects of the research trial or respondents for each stage was 20 people. To maintain development quality, an expert in materials outside the materials under study, an expert in materials who is also a Educational Technology lecturer, a small groupof 3 students, a medium-sized group of 10 students, and 20 students to participate in the field testing took part in this research. Then, data collection instruments were developed in two stages, namely: a) developing the instruments; and b) trying out instruments. Data on students’ responses were collected using questionnaires and analyzed using descriptive statistics with percentage and categorization techniques. Based on data analysis results, it is revealed that the Computer-Assisted Instruction (CAI) multimedia developed and tried out among students during the preliminary field testing falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Subsequently, results of the main field testing among students also suggest that it falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Similarly, results of the operational field testing among students also suggest that it falls into the �

Technology Needs for Teachers Web Development and Curriculum Adaptations

Science.gov (United States)

Carroll, Christy J.

1999-01-01

Computer-based mathematics and science curricula focusing on NASA inventions and technologies will enhance current teacher knowledge and skills. Materials and interactive software developed by educators will allow students to integrate their various courses, to work cooperatively, and to collaborate with both NASA scientists and students at other locations by using computer networks, email and the World Wide Web.

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

Science.gov (United States)

Chittleborough, Gail

2014-06-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

Students' Views About Potentially Offering Physics Courses Online

Science.gov (United States)

Ramlo, Susan E.

2016-06-01

Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Oxyfuel technology with focus on the boiler

Energy Technology Data Exchange (ETDEWEB)

Kluger, Frank; Krohmer, Bernd; Moenckert, Patrick; Stamatelopoulos, Georg-Nikolaus [Alstom Power Systems GmbH (Germany)

2009-07-01

Against the background of a worldwide increasing use of fossil primary energy carriers for the power and heat generation and the associated impact of CO{sub 2} emissions on the climate, technologies for CO{sub 2} reduction or separation and storage for power plant processes (Carbon Capture and Storage = CCS) must be developed and brought to market within a short time. Considerable efforts for the development of CO{sub 2} separation technologies are undertaken both by the power plant operators and power plant manufacturers. Alstom develops technologies for CO{sub 2} separation, which can be integrated in new plants and with which existing power plants can also be retrofitted. For the power plant industry, the development of economic solutions for the existing power plant fleet holds as well the possibility of exploiting the maximum CO{sub 2} reduction potential once commercial introduction of these technologies has started. The ''oxyfuel'' technology is one of the most promising CO{sub 2} separation technologies in terms of performance, life cycle costs, and development time as a result of the adaptation of proven large scale industrial equipment, and it can be employed for both new plants and as retrofit for existing power plants. The different CO{sub 2} separation technologies are already partly tested on pilot plant scale and provide important knowledge for the design of demonstration plants, which must then also prove the economic efficiency of the relevant technology besides the technical feasibility. Alstom participates in various pilot projects (15 - 30 MW{sub th}) for the further development of the oxyfuel technology and is creating a broad knowledge base for the design, construction and operation of an oxyfuel demonstration power plant (200 - 300 MW{sub el}) and subsequent commercial deployment. (orig.)

Plutonium focus area

International Nuclear Information System (INIS)

1996-08-01

To ensure research and development programs focus on the most pressing environmental restoration and waste management problems at the U.S. Department of Energy (DOE), the Assistant Secretary for the Office of Environmental Management (EM) established a working group in August 1993 to implement a new approach to research and technology development. As part of this new approach, EM developed a management structure and principles that led to the creation of specific Focus Areas. These organizations were designed to focus the scientific and technical talent throughout DOE and the national scientific community on the major environmental restoration and waste management problems facing DOE. The Focus Area approach provides the framework for intersite cooperation and leveraging of resources on common problems. After the original establishment of five major Focus Areas within the Office of Technology Development (EM-50, now called the Office of Science and Technology), the Nuclear Materials Stabilization Task Group (EM-66) followed the structure already in place in EM-50 and chartered the Plutonium Focus Area (PFA). The following information outlines the scope and mission of the EM, EM-60, and EM-66 organizations as related to the PFA organizational structure

Direct or Directed: Orchestrating a More Harmonious Approach to Teaching Technology within an Art & Design Higher Education Curriculum with Special Reference to Visual Communications Courses

Science.gov (United States)

Marshall, Lindsey; Meachem, Lester

2007-01-01

In this scoping study we have investigated the integration of subject-specific software into the structure of visual communications courses. There is a view that the response within visual communications courses to the rapid developments in technology has been linked to necessity rather than by design. Through perceptions of staff with day-to-day…

Vacuum education courses at the General Electric Company's Neutron Devices Department, St. Petersburg, Florida

International Nuclear Information System (INIS)

Provo, J.L.; Brown, W.C.

1978-01-01

Vacuum Technology has, from the beginning, played a key role in the production of the Department's products at the General Electric Company's Neutron Devices Department (GEND). Early recognition was given to the need for vacuum education and training for producing and maintaining vacuums to meet departmental objectives. The vacuum courses taught at GEND are described. These include basic Vacuum Technology, Advanced Vacuum Technology, and specialized vacuum related courses. Course offering rationale, outlines of subject matter covered and criteria for measuring effectiveness will be presented for each course. Such vacuum technology related courses have resulted in improved GEND product quality and in reducing losses and production cost. At the same time, these courses have given participating employees career motivation for fulfilling more challenging vacuum technology job related positions and have enabled them to achieve upward mobility in the Department's work force

Review evaluation indicators of health information technology course of master's degree in medical sciences universities' based on CIPP Model.

Science.gov (United States)

Yarmohammadian, Mohammad Hossein; Mohebbi, Nooshin

2015-01-01

Sensitivity of teaching and learning processes in universities emphasizes the necessity of assessment of the quality of education which improves the efficiency and effectiveness of the country. This study was conducted with an aim to review and develop the evaluation criteria of health information technology course at Master of Science level in Tehran, Shahid Beheshti, Isfahan, Shiraz, and Kashan medical universities in 2012 by using CIPP model. This was an applied and descriptive research with statistical population of faculty members (23), students (97), directorates (5), and library staff (5), with a total of 130 people, and sampling was done as a census. In order to collect data, four questionnaires were used based on Likert scale with scores ranging from 1 to 5. Questionnaires' validity was confirmed by consulting with health information technology and educational evaluation experts, and questionnaires' reliability of directorates, faculty, students, and library staff was tested using the Cronbach's alpha coefficient formula, which gave r = 0.74, r = 0.93, r = 0.98, and r = 0.80, respectively. SPSS software for data analysis and both descriptive and inferential statistics containing mean, frequency percentage, standard deviation, Pearson correlation, and Spearman correlation were used. With studies from various sources, commentary of experts, and based on the CIPP evaluation model, 139 indicators were determined and then evaluated, which were associated with this course based on the three factors of context, input, and process in the areas of human resources professional, academic services, students, directors, faculty, curriculum, budget, facilities, teaching-learning activities, and scientific research activities of students and faculty, and the activities of the library staff. This study showed that in total, the health information technology course at the Master of Science level is relatively good, but trying to improve and correct it in some areas and

Subtask 4.2 - Coal Gasification Short Course

Energy Technology Data Exchange (ETDEWEB)

Kevin Galbreath

2009-06-30

Major utilities, independent power producers, and petroleum and chemical companies are intent on developing a fleet of gasification plants primarily because of high natural gas prices and the implementation of state carbon standards, with federal standards looming. Currently, many projects are being proposed to utilize gasification technologies to produce a synthesis gas or fuel gas stream for the production of hydrogen, liquid fuels, chemicals, and electricity. Financing these projects is challenging because of the complexity, diverse nature of gasification technologies, and the risk associated with certain applications of the technology. The Energy & Environmental Research Center has developed a gasification short course that is designed to provide technical personnel with a broad understanding of gasification technologies and issues, thus mitigating the real or perceived risk associated with the technology. Based on a review of research literature, tutorial presentations, and Web sites on gasification, a short course presentation was prepared. The presentation, consisting of about 500 PowerPoint slides, provides at least 7 hours of instruction tailored to an audience's interests and needs. The initial short course is scheduled to be presented September 9 and 10, 2009, in Grand Forks, North Dakota.

Hop, Step, Step and Jump : Towards Real-World Complexity @ Delft University of Technology

NARCIS (Netherlands)

Pruyt, E.; Slinger, J.H.; Van Daalen, C.; Yucel, G.; Thissen, W.A.H.

2009-01-01

This paper deals with System Dynamics education at Delft University of Technology, the Netherlands. It focuses more specifically on the quadruple jump approach towards dealing with real-world dynamic complexity. The paper starts with an overview of the System Dynamics courses, situated within the

AP English language & composition crash course

CERN Document Server

Hogue, Dawn

2012-01-01

AP English Language & Composition Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP English Language & Composition Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP English Language & Composition course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valua

Emerging Technology Design: A new master course at bringing emerging technologies its break through applications.

NARCIS (Netherlands)

Eger, Arthur O.; de Boer, Andries; Rodgers, Paul; Brodhurst, Libby; Hepburn, Duncan

2005-01-01

In 2001 the University of Twente started a course on Industrial Design Engineering. In 2004 the first group of students obtained their bachelor degree and started with one of the two then available subsequent master courses: • Design & Styling • Management of Product Development This paper describes

Supporting Academic Honesty in Online Courses

Directory of Open Access Journals (Sweden)

Patricia McGee

2013-01-01

Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

Nuclear Technology Series. Course 4: Heat Transfer and Fluid Flow.

Science.gov (United States)

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

The Effective of Using 5 Simple Steps (QSCCS) Learning Activities on Facebook to Promote Self-Learning in the 21st Century in Technology Printing and Advertising Course for Undergraduate Students in Education Technology and Communications

Science.gov (United States)

Sittiwong, Tipparat; Wongnam, Thanet

2015-01-01

The objectives of this study were to: 1) study the result of implementing QSCCS with Facebook; 2) study students' opinions concerning the implementation of QSCCS with Facebook. The samples were 38 Technology and Communications undergraduates who attended Printing and Advertising Technology course in academic year of 2013. The information was…

Thermal Power Systems, Point-Focusing Distributed Receiver Technology Project. Annual technical report, Fiscal Year 1978. Volume II. Detailed report

Energy Technology Data Exchange (ETDEWEB)

1979-03-15

Thermal or electrical power from the sun's radiated energy through Point-Focusing Distributed Receiver technology is the goal of this Project. The energy thus produced must be economically competitive with other sources. This Project supports the industrial development of technology and hardware for extracting energy from solar power to achieve the stated goal. Present studies are working to concentrate the solar energy through mirrors or lenses, to a working fluid or gas, and through a power converter change it to an energy source useful to man. Rankine-cycle and Brayton-cycle engines are currently being developed as the most promising energy converters for our near future needs. Accomplishments on point-focusing technology in FY 1978 are detailed.

Entrepreneurship Course

CERN Multimedia

2003-01-01

+++++++ Turn your idea into a company +++++++ Starting date: Thursday 23 October 2003 Timing: Every Thursday from 5 p.m. to 9 p.m. Venue: University of Geneva, Sciences II Duration: 1 semester Registration: http://www.startupcafe.ch/learn More Information: info@createswitzerland.ch Deadline to submit the application: 10 October 2003. Check the CREATE website for alternative dates and venues. The course is restricted to 30 pre-selected participants. The course covers important aspects of launching a business from initial idea to growth and international expansion and addresses two kind of skills requested to start a high tech company which are divided into personal skills (entrepreneur skills) and those to start a company (Start-up tools). The 14 week course is free of charge. For any question, please, contact Ilias.Goulas@cern.ch from the Technology Transfer Group (http://cern.ch/ttdb).

A Course in Fluid Mechanics of Suspensions.

Science.gov (United States)

Davis, Robert H.

1989-01-01

Discusses a course focusing on fluid mechanics and physical chemistry of suspensions. Describes the main themes of the lectures and includes a list of course outlines. Possible textbooks and many journal articles are listed. (YP)

Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course

Science.gov (United States)

Ghandforoush, Parviz

2017-01-01

Teaching an online fully asynchronous information technology course that requires students to ideate, build an e-commerce website, and develop an effective business plan involves a well-developed and highly engaging course design. This paper describes the design, development, and implementation of such a course and presents information on…

Waste Generation Overview Refresher, Course 21464

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-12-13

This course, Waste Generation Overview Refresher (COURSE 21464), provides an overview of federal and state waste management regulations, as well as Los Alamos National Laboratory (LANL) policies and procedures for waste management operations. The course covers the activities involved in the cradle-to- grave waste management process and focuses on waste characterization, waste compatibility determinations and classification, and the storage requirements for temporary waste accumulation areas at LANL.

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

Science.gov (United States)

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

Teaching Dance with Online Course Management Systems

Science.gov (United States)

Colombi, Erika; Knosp, Suzanne

2017-01-01

As a result of easier access to and functionality of the Internet, online course management systems (CMSs) began to be developed in the mid-1990s. These technological tools were created to fill a need in the growing field of teaching through online courses.Most notable of these course tools are Blackboard (2015) and Desire2Learn (1999). Both of…

Bridging the digital divide by increasing computer and cancer literacy: community technology centers for head-start parents and families.

Science.gov (United States)

Salovey, Peter; Williams-Piehota, Pamela; Mowad, Linda; Moret, Marta Elisa; Edlund, Denielle; Andersen, Judith

2009-01-01

This article describes the establishment of two community technology centers affiliated with Head Start early childhood education programs focused especially on Latino and African American parents of children enrolled in Head Start. A 6-hour course concerned with computer and cancer literacy was presented to 120 parents and other community residents who earned a free, refurbished, Internet-ready computer after completing the program. Focus groups provided the basis for designing the structure and content of the course and modifying it during the project period. An outcomes-based assessment comparing program participants with 70 nonparticipants at baseline, immediately after the course ended, and 3 months later suggested that the program increased knowledge about computers and their use, knowledge about cancer and its prevention, and computer use including health information-seeking via the Internet. The creation of community computer technology centers requires the availability of secure space, capacity of a community partner to oversee project implementation, and resources of this partner to ensure sustainability beyond core funding.

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (October-December 2006)

CERN Multimedia

2006-01-01

he Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the PERL, C++, OO and Java course series there are some places available on the following course sessions, scheduled until the end of this year: Object-Oriented Analysis and Design using UML: 17-19 October 2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 19-20 October 2006 (2 days) JAVA - Level 1: 30 Oct. -1 Nov. 2006 (3 days) PERL 5 - Advanced Aspects: 2 November 2006 (1 day) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16 November 2006 (3 days) JAVA - Level 2: 4-7 December 2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15 December 2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBeans : 18.20 December 2006 (3 days) All the above sessions will be given in English, at the CERN Training Centre....

Electronic components and technology

CERN Document Server

Sangwine, Stephen

2007-01-01

Most introductory textbooks in electronics focus on the theory while leaving the practical aspects to be covered in laboratory courses. However, the sooner such matters are introduced, the better able students will be to include such important concerns as parasitic effects and reliability at the very earliest stages of design. This philosophy has kept Electronic Components and Technology thriving for two decades, and this completely updated third edition continues the approach with a more international outlook.Not only does this textbook introduce the properties, behavior, fabrication, and use

CERN Technical Training 2006: Software and System Technologies Curriculum - Scheduled Course Sessions (October 2006-March 2007)

CERN Multimedia

2006-01-01

The Software and System Technologies Curriculum of the CERN Technical Training Programme offers comprehensive training in C++, Java, Perl, Python, XML, OO programming, JCOP/PVSS, database design and Oracle. In the Oracle, C++, OO and Java course series there are some places available on the following course sessions, currently scheduled until March 2007: Object-Oriented Analysis and Design using UML: 17-19 October 2006 (3 days) JAVA - Level 1: 30 October - 1 November 2006 (3 days) C++ Programming Part 1 - Introduction to Object-Oriented Design and Programming: 14-16 November 2006 (3 days) Oracle Database Server Administration: 23-29 November 2007 (5 days) JAVA - Level 2: 4-7 December 2006 (4 days) C++ Programming Part 2 - Advanced C++ and its Traps and Pitfalls: 12-15 December 2006 (4 days) JAVA 2 Enterprise Edition - Part 2: Enterprise JavaBeans: 18-20 December 2006 (3 days) JAVA 2 Enterprise Edition - Part 1: Web Applications: 15-16 January 2007 (2 days) C++ Programming Part 3 - Templates and the STL (St...

Using Inertial Sensors in Smartphones for Curriculum Experiments of Inertial Navigation Technology

OpenAIRE

Niu, Xiaoji; Wang, Qingjiang; Li, You; Li, Qingli; Liu, Jingnan

2015-01-01

Inertial technology has been used in a wide range of applications such as guidance, navigation, and motion tracking. However, there are few undergraduate courses that focus on the inertial technology. Traditional inertial navigation systems (INS) and relevant testing facilities are expensive and complicated in operation, which makes it inconvenient and risky to perform teaching experiments with such systems. To solve this issue, this paper proposes the idea of using smartphones, which are ubi...

Educational course in emergency radiology

International Nuclear Information System (INIS)

Velkova, K.; Stoeva, M.; Cvetkova, S.; Hilendarov, A.; Petrova, A.; Stefanov, P.; Simova, E.; Georgieva, V.; Sirakov, N.

2012-01-01

Emergency radiology is the part of radiology primarily focused on acute diagnosing conditions in ER patients. This advanced area of radiology improves the quality of care and treatment of patients and of the emergency medicine as a whole. The educational course in Emergency (ER) Radiology is available for medical students in their 8th and 9th semester. The main objective of the ER course is to obtain knowledge about the indications, possibilities and diagnostic value of the contemporary imaging methods in ER cases. Therapeutic methods under imaging control are also covered by the course. The curriculum of the course consists of 6 lectures and 12 practical classes. (authors)

Decontamination & decommissioning focus area

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-08-01

In January 1994, the US Department of Energy Office of Environmental Management (DOE EM) formally introduced its new approach to managing DOE`s environmental research and technology development activities. The goal of the new approach is to conduct research and development in critical areas of interest to DOE, utilizing the best talent in the Department and in the national science community. To facilitate this solutions-oriented approach, the Office of Science and Technology (EM-50, formerly the Office of Technology Development) formed five Focus AReas to stimulate the required basic research, development, and demonstration efforts to seek new, innovative cleanup methods. In February 1995, EM-50 selected the DOE Morgantown Energy Technology Center (METC) to lead implementation of one of these Focus Areas: the Decontamination and Decommissioning (D & D) Focus Area.

A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course

Science.gov (United States)

Phelan, Jack Gordon

2012-01-01

This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…

Technology Survey Assistance Tool Focusing on Their Advantages

Science.gov (United States)

Nishiyama, Risa; Takeuchi, Hironori; Watanabe, Hideo; Nasukawa, Tetsuya

It is important for R&D managers, consultants, and other people seeking broad knowledge in technology fields to survey technical literature such as research papers, white papers, and technology news articles. One of the important kinds of information for those people regards the effectiveness of new technologies in their own businesses. General search engines are good at selecting documents revealing the details of a specific technology or a technology field, but it is hard to obtain useful information about how a technology will apply to individual business cases from such search results. There is a need for a technology survey assistance tool that helps users find technologies with suitable capabilities. In this paper, two technical tasks were tackled to develop the prototype of this assistance tool: Extraction of advantage phrases and scoring for the advantage phrases to find novel applications in the target technology field. We describe a new method to identify advantage phrases in technical documents and our scoring function that gives higher scores to novel applications of the technology. The results of evaluations showed our phrase identification method with only a few phrasal patterns performs almost as well as human annotators, and the proposed scoring conforms better to the decisions made by professionals than random sort.

Dense Plasma Focus: A question in search of answers, a technology in search of applications

International Nuclear Information System (INIS)

Auluck, S.K.H.

2014-01-01

Diagnostic information accumulated over four decades of research suggests a directionality of toroidal motion for energetic ions responsible for fusion neutron production in the Dense Plasma Focus (DPF) and existence of an axial component of magnetic field even under conditions of azimuthal symmetry. This is at variance with the traditional view of Dense Plasma Focus as a purely irrotational compressive flow. The difficulty in understanding the experimental situation from a theoretical standpoint arises from polarity of the observed solenoidal state: three independent experiments confirm existence of a fixed polarity of the axial magnetic field or related azimuthal current. Since the equations governing plasma dynamics do not have a built-in direction, the fixed polarity must be related with initial conditions: the plasma dynamics must interact with an external physical vector in order to generate a solenoidal state of fixed polarity. Only four such external physical vectors can be identified: the earth's magnetic field, earth's angular momentum, direction of current flow and the direction of the plasma accelerator. How interaction of plasma dynamics with these fields can generate observed solenoidal state is a question still in search of answers; this paper outlines one possible answer. The importance of this question goes beyond scientific curiosity into technological uses of the energetic ions and the high-power-density plasma environment. However, commercial utilization of such technologies faces reliability concerns, which can be met only by first-principles integrated design of globally-optimized industrial-quality DPF hardware. Issues involved in the emergence of the Dense Plasma Focus as a technology platform for commercial applications in the not-too-distant future are discussed. (author)

Theoretical Foundations for Website Design Courses.

Science.gov (United States)

Walker, Kristin

2002-01-01

Considers how theoretical foundations in website design courses can facilitate students learning the genres of Internet communication. Proposes ways that theories can be integrated into website design courses. Focuses on two students' website portfolios and ways they utilize genre theory and activity theory discussed in class to produce websites…

AP calculus AB & BC crash course

CERN Document Server

Rosebush, J

2012-01-01

AP Calculus AB & BC Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Calculus AB & BC Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Calculus AB & BC course description outline and actual AP test questions. It covers only the information tested on the exams, so you can make the most of your valuable study time. Written by experienced math teachers, our

Energy management technologies: special focus on textile industry

International Nuclear Information System (INIS)

Dayo, F.B.O.

2000-08-01

requirement in international competitiveness. The focus of this paper is the review of energy management technologies that can be used to achieve energy efficiency improvement objectives in textile manufacturing. The paper is arranged as follows: in section 2, the characteristics of energy consumption in textile manufacturing are presented; energy efficiency improvement technology options for the textile industry are discussed in section 3, section 4 covers a discussion of process specific technologies for improving energy use efficiency in textile manufacturing; the paper is concluded in section 5 with salient recommendation for promoting rational use of energy in the Nigerian Textile Industrial Sector

[Master course in biomedical engineering].

Science.gov (United States)

Jobbágy, Akos; Benyó, Zoltán; Monos, Emil

2009-11-22

The Bologna Declaration aims at harmonizing the European higher education structure. In accordance with the Declaration, biomedical engineering will be offered as a master (MSc) course also in Hungary, from year 2009. Since 1995 biomedical engineering course has been held in cooperation of three universities: Semmelweis University, Budapest Veterinary University, and Budapest University of Technology and Economics. One of the latter's faculties, Faculty of Electrical Engineering and Informatics, has been responsible for the course. Students could start their biomedical engineering studies - usually in parallel with their first degree course - after they collected at least 180 ECTS credits. Consequently, the biomedical engineering course could have been considered as a master course even before the Bologna Declaration. Students had to collect 130 ECTS credits during the six-semester course. This is equivalent to four-semester full-time studies, because during the first three semesters the curriculum required to gain only one third of the usual ECTS credits. The paper gives a survey on the new biomedical engineering master course, briefly summing up also the subjects in the curriculum.

Effects of the layered curriculum on student’s success, permanence and attitudes in Science and Technology Course

OpenAIRE

Mehmet Nuri Gömleksiz; Serav Biçer

2012-01-01

This study aims to determine the effects of the layered curriculum on students’ achievement, permanence and attitudes towards Science and Technology course.  The research was conducted with two classes including an experimental and a control class at 6th grade of Elazig İstiklal Primary School in 2009-2010 academic year. Mixed research model that utilize both quantitative and qualitative research methods together was preferred in this research. To that end, achievement test and attitude scale...

Review and environmental impact assessment of green technologies for base courses in bituminous pavements

Energy Technology Data Exchange (ETDEWEB)

Anthonissen, Joke, E-mail: joke.anthonissen@uantwerpen.be [Faculty of Applied Engineering, University of Antwerp, Rodestraat 4, 2000 Antwerp (Belgium); Van den bergh, Wim, E-mail: wim.vandenbergh@uantwerpen.be [Faculty of Applied Engineering, University of Antwerp, Rodestraat 4, 2000 Antwerp (Belgium); Braet, Johan, E-mail: johan.braet@uantwerpen.be [Department Engineering Management, Faculty of Applied Economics, University of Antwerp, Prinsstraat 13, 2000 Antwerp (Belgium)

2016-09-15

This paper provides a critical review of different approaches applied in the Belgian asphalt sector in order to reduce the environmental impact of bituminous road construction works. The focus is on (1) reusing reclaimed asphalt pavement, (2) reducing the asphalt production temperature, and (3) prolonging the service life of the pavement. Environmental impact assessment of these methods is necessary to be able to compare these approaches and understand better the ability to reduce the environmental impact during the life cycle of the road pavement. Attention should be drawn to the possible shift in environmental impact between various life cycle stages, e.g., raw material production, asphalt production, or waste treatment. Life cycle assessment is necessary to adequately assess the environmental impact of these approaches over the entire service life of the bituminous pavement. The three approaches and their implementation in the road sector in Flanders (region in Belgium) are described and the main findings from life cycle assessment studies on these subjects are discussed. It was found from the review that using reclaimed asphalt pavement in new bituminous mixtures might yield significant environmental gains. The environmental impact of the application of warm mix asphalt technologies, on the other hand, depends on the technique used. - Highlights: • Recycling, lower production temperature and durability of asphalt are investigated. • The use of RAP in new asphalt mixtures yields significant environmental advantages. • It would be beneficial to allow RAP in asphalt mixtures for wearing courses. • The use of particular additives might counteract the environmental gain from WMA. • The service life and the environmental data source influence the LCA results.

Review and environmental impact assessment of green technologies for base courses in bituminous pavements

International Nuclear Information System (INIS)

Anthonissen, Joke; Van den bergh, Wim; Braet, Johan

2016-01-01

This paper provides a critical review of different approaches applied in the Belgian asphalt sector in order to reduce the environmental impact of bituminous road construction works. The focus is on (1) reusing reclaimed asphalt pavement, (2) reducing the asphalt production temperature, and (3) prolonging the service life of the pavement. Environmental impact assessment of these methods is necessary to be able to compare these approaches and understand better the ability to reduce the environmental impact during the life cycle of the road pavement. Attention should be drawn to the possible shift in environmental impact between various life cycle stages, e.g., raw material production, asphalt production, or waste treatment. Life cycle assessment is necessary to adequately assess the environmental impact of these approaches over the entire service life of the bituminous pavement. The three approaches and their implementation in the road sector in Flanders (region in Belgium) are described and the main findings from life cycle assessment studies on these subjects are discussed. It was found from the review that using reclaimed asphalt pavement in new bituminous mixtures might yield significant environmental gains. The environmental impact of the application of warm mix asphalt technologies, on the other hand, depends on the technique used. - Highlights: • Recycling, lower production temperature and durability of asphalt are investigated. • The use of RAP in new asphalt mixtures yields significant environmental advantages. • It would be beneficial to allow RAP in asphalt mixtures for wearing courses. • The use of particular additives might counteract the environmental gain from WMA. • The service life and the environmental data source influence the LCA results.

FOREWORD: Focus on Advanced Ceramics Focus on Advanced Ceramics

Science.gov (United States)

Ohashi, Naoki

2011-06-01

Much research has been devoted recently to developing technologies for renewable energy and improving the efficiency of the processes and devices used in industry and everyday life. Efficient solutions have been found using novel materials such as platinum and palladium-based catalysts for car exhaust systems, samarium-cobalt and neodymium-iron-boron permanent magnets for electrical motors, and so on. However, their realization has resulted in an increasing demand for rare elements and in their deficit, the development of new materials based on more abundant elements and new functionalities of traditional materials. Moreover, increasing environmental and health concerns demand substitution of toxic or hazardous substances with nature-friendly alternatives. In this context, this focus issue on advanced ceramics aims to review current trends in ceramics science and technology. It is related to the International Conference on Science and Technology of Advanced Ceramics (STAC) held annually to discuss the emerging issues in the field of ceramics. An important direction of ceramic science is the collaboration between experimental and theoretical sciences. Recent developments in density functional theory and computer technology have enabled the prediction of physical and chemical properties of ceramics, thereby assisting the design of new materials. Therefore, this focus issue includes articles devoted to theory and advanced characterization techniques. As mentioned above, the potential shortage of rare elements is becoming critical to the industry and has resulted in a Japanese government initiative called the 'Ubiquitous Element Strategy'. This focus issue also includes articles related to this strategy and to the associated topics of energy conversion, such as phosphors for high-efficiency lighting and photocatalysts for solar-energy harvesting. We hope that this focus issue will provide a timely overview of current trends and problems in ceramics science and

Fundamental of cryogenics (for superconducting RF technology)

CERN Document Server

Pierini, Paolo

2013-01-01

This review briefly illustrates a few fundamental concepts of cryogenic engineering, the technological practice that allows reaching and maintaining the low-temperature operating conditions of the superconducting devices needed in particle accelerators. To limit the scope of the task, and not to duplicate coverage of cryogenic engineering concepts particularly relevant to superconducting magnets that can be found in previous CAS editions, the overview presented in this course focuses on superconducting radio-frequency cavities.

Design Course for Micropower Generation Devices

Science.gov (United States)

Mitsos, Alexander

2009-01-01

A project-based design course is developed for man-portable power generation via microfabricated fuel cell systems. Targeted audience are undergraduate chemical/process engineering students in their final year. The course covers 6 weeks, with three hours of lectures per week. Two alternative projects are developed, one focusing on selection of…

Geography, Resources, and Environment of Latin America: An Undergraduate Science Course focused on Attracting Hispanic students to Science and on Educating Non-Hispanics about Latin America.

Science.gov (United States)

Pujana, I.; Stern, R. J.; Ledbetter, C. E.

2004-12-01

With NSF-CCLI funding, we have developed, taught, and evaluated a new lower-division science course for non-majors, entitled "Geography, Resources, and Environment of Hispanic America" (GRELA). This is an adaptation of a similar course, "Geology and Development of Modern Africa" developed by Barbara Tewksbury (Hamilton College), to attract African American students to science by highlighting cultural ties with their ancestral lands. We think that a similar approach focusing on Latin America may attract Hispanic undergraduates, at the same time that it increases awareness among non-Hispanic students about challenges facing our neighbors to the south. GRELA is an interdisciplinary exploration of how the physical and biological environment of Mexico, Central America, and South America have influenced the people who live there. The course consists of 20 lectures and requires the student to present a report partnering with correspondents in Latin American universities. GRELA begins with an overview of Latin American physical and cultural geography and geologic evolution followed by a series of modules that relate the natural resources and environment of Latin America to the history, economy, and culture of the region. This is followed by an exploration of pre-Columbian cultures. The use of metals by pre-Columbian, colonial, and modern cultures is presented next. We then discuss hydrocarbon resources, geothermal energy, and natural hazards of volcanoes and earthquakes. The last half of the course focuses on Earth System Science themes, including El Nino, glaciers, the Amazon river and rainforest, and coral reefs. The final presentation concerns population growth and water resources along the US-Mexico border. Grades are based on two midterms, one final, and a project which requires that groups of students communicate with scientists in Latin America to explore some aspect of geography, natural resources, or the environment of a Latin American region of common interest

Integration of Study Abroad with Social Media Technologies and Decision-Making Applications

Science.gov (United States)

Deans, P. Candace

2012-01-01

This article describes the design and delivery of a program, "Global Business in a Digital World." The program integrates the use of social media technologies and business applications in a series of courses that include short-term study abroad components that focus on emerging markets. The objectives are to: (1) provide additional…

Effects of a Technology Supported Project Based Learning (TS-PBL Approach on the Success of a Mobile Application Development Course and the Students’ Opinions

Directory of Open Access Journals (Sweden)

Fezile Ozdamli

2017-05-01

Full Text Available Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the academic achievement of students and to clarify the engineering students’ opinions. A total of 130 engineering students from the Department taking mobile application development courses were the participants of this study. The lessons progressed in one group in the form of technology supported project-based learning steps, while in the other group, they were conducted using traditional methods. Based on the results, the practical implementation of a mobile application with a TS-PBL approach in engineering students’ education will be discussed.

Technology and society building our sociotechnical future

CERN Document Server

Wetmore, Jameson M

2009-01-01

Technological change does not happen in a vacuum; decisions about which technologies to develop, fund, market, and use engage ideas about values as well as calculations of costs and benefits. This anthology focuses on the interconnections of technology, society, and values. It offers writings by authorities as varied as Freeman Dyson, Laurence Lessig, Bruno Latour, and Judy Wajcman that will introduce readers to recent thinking about technology and provide them with conceptual tools, a theoretical framework, and knowledge to help understand how technology shapes society and how society shapes technology. It offers readers a new perspective on such current issues as globalization, the balance between security and privacy, environmental justice, and poverty in the developing world. The careful ordering of the selections and the editors' introductions give Technology and Society a coherence and flow that is unusual in anthologies. The book is suitable for use in undergraduate courses in STS and other disciplines...

From Geocaching to Virtual Reality: Technology tools that can transform courses into interactive learning expeditions

Science.gov (United States)

Moysey, S. M.; Lazar, K.; Boyer, D. M.; Mobley, C.; Sellers, V.

2016-12-01

Transforming classrooms into active learning environments is a key challenge in introductory-level courses. The technology explosion over the last decade, from the advent of mobile devices to virtual reality, is creating innumerable opportunities to engage students within and outside of traditional classroom settings. In particular, technology can be an effective tool for providing students with field experiences that would otherwise be logistically difficult in large, introductory earth science courses. For example, we have created an integrated platform for mobile devices using readily accessible "off the shelf" components (e.g., Google Apps, Geocaching.com, and Facebook) that allow individual students to navigate to geologically relevant sites, perform and report on activities at these locations, and share their findings through social media by posting "geoselfies". Students compete with their friends on a leaderboard, while earning incentives for completing extracurricular activities in courses. Thus in addition to exposing students to a wider range of meaningful and accessible geologic field experiences, they also build a greater sense of community and identity within the context of earth science classrooms. Rather than sending students to the field, we can also increasingly bring the field to students in classrooms using virtual reality. Ample mobile platforms are emerging that easily allow for the creation, curation, and viewing of photospheres (i.e., 360o images) with mobile phones and low-cost headsets; Google Street View, Earth, and Expeditions are leading the way in terms of ease of content creation and implementation in the classroom. While these tools are an excellent entry point to show students real-world sites, they currently lack the capacity for students to interact with the environment. We have therefore also developed an immersive virtual reality game that allows students to study the geology of the Grand Canyon using their smartphone and Google

Focused bedside ultrasonography by clinicians: experiences with a basic introductory course

DEFF Research Database (Denmark)

Hillingso, J.G.; Nielsen, M.B.; Svendsen, Lars Bo

2008-01-01

OBJECTIVE: Ultrasonography (US) performed by clinicians might shorten workout time and diminish the workload of simple diagnostic procedures for physicians specialized in US. The purpose of this follow-up study was to evaluate the effect of an introductory course in US on participants' clinical...... to be introduced for gastroenterologists and surgeons or the European Federation of Societies for Ultrasound in Medicine and Biology Guidelines should be implemented Udgivelsesdato: 2008...

Introducing Organisational Behaviour: Issues in Course Design.

Science.gov (United States)

Costea, Bogdan; Crump, Norman

1999-01-01

Design of an introductory organizational behavior course contrasted a Cartesian scientific approach with phenomenological and hermeneutic perspectives intended to overcome limits of traditional approaches. The new course situates management in an historical context and focuses on management, then organizations, then the self. (SK)

Focused ion beam technology

International Nuclear Information System (INIS)

Gamo, K.

1993-01-01

Focussed ion beam (FIB) technology has the advantage of being a maskless process compatible with UHV processing. This makes it attractive for use in in situ processing and has been applied to the fabrication of various mesoscopic structures. The present paper reviews these results whilst putting emphasis on in situ processing by a combined FIB and molecular beam epitaxy system. The typical performance of present FIB systems is also presented. In order to utilize the potential advantages of FIB processing, reduction of damage and improvement of throughput are important, and much effort has been devoted to developing processing techniques which require a reduced dose. The importance of low-energy FIB is discussed. (author)

Resource Efficiency in TPU: Implementation of English Language E-courses

OpenAIRE

Bolsunovskaya, Ludmila Mihailovna; Chris Phillips; Kolbysheva, Yuliya Vladimirovna; Rymanova, Irina Evgenievna; Strelnikova, Anna Borisovna

2015-01-01

This article considers e-learning as one of the efficient technologies implemented in National Research Tomsk Polytechnic University (TPU) for teaching Russian and foreign students. The paper introduces the courses designed for teaching General English. The authors have analyzed the results of e-learning implementation in TPU and identified the advantages and probable disadvantages of the technology. One of the most significant benefits of e-courses is optimization of learning technology, whi...

The Role of Discussion Boards in Facilitating Communities of Inquiry: A Case of ICT and Sociology Courses at Zagreb School of Economics and Management

Science.gov (United States)

Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

The study focuses on the use of technology to design an electronic learning community for students. The importance of social experience in education and social participation through communication is examined through discussion boards of two different freshmen courses offered at Zagreb School of Economics and Management (ZSEM). Effectiveness and…

Subsurface contaminants focus area

International Nuclear Information System (INIS)

1996-08-01

The US Department of Enregy (DOE) Subsurface Contaminants Focus Area is developing technologies to address environmental problems associated with hazardous and radioactive contaminants in soil and groundwater that exist throughout the DOE complex, including radionuclides, heavy metals; and dense non-aqueous phase liquids (DNAPLs). More than 5,700 known DOE groundwater plumes have contaminated over 600 billion gallons of water and 200 million cubic meters of soil. Migration of these plumes threatens local and regional water sources, and in some cases has already adversely impacted off-site rsources. In addition, the Subsurface Contaminants Focus Area is responsible for supplying technologies for the remediation of numerous landfills at DOE facilities. These landfills are estimated to contain over 3 million cubic meters of radioactive and hazardous buried Technology developed within this specialty area will provide efective methods to contain contaminant plumes and new or alternative technologies for development of in situ technologies to minimize waste disposal costs and potential worker exposure by treating plumes in place. While addressing contaminant plumes emanating from DOE landfills, the Subsurface Contaminants Focus Area is also working to develop new or alternative technologies for the in situ stabilization, and nonintrusive characterization of these disposal sites

Subsurface contaminants focus area

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-08-01

The US Department of Enregy (DOE) Subsurface Contaminants Focus Area is developing technologies to address environmental problems associated with hazardous and radioactive contaminants in soil and groundwater that exist throughout the DOE complex, including radionuclides, heavy metals; and dense non-aqueous phase liquids (DNAPLs). More than 5,700 known DOE groundwater plumes have contaminated over 600 billion gallons of water and 200 million cubic meters of soil. Migration of these plumes threatens local and regional water sources, and in some cases has already adversely impacted off-site rsources. In addition, the Subsurface Contaminants Focus Area is responsible for supplying technologies for the remediation of numerous landfills at DOE facilities. These landfills are estimated to contain over 3 million cubic meters of radioactive and hazardous buried Technology developed within this specialty area will provide efective methods to contain contaminant plumes and new or alternative technologies for development of in situ technologies to minimize waste disposal costs and potential worker exposure by treating plumes in place. While addressing contaminant plumes emanating from DOE landfills, the Subsurface Contaminants Focus Area is also working to develop new or alternative technologies for the in situ stabilization, and nonintrusive characterization of these disposal sites.

FROM TRADITIONAL DISTANCE LEARNING TO MASS ONLINE OPEN COURSES

Directory of Open Access Journals (Sweden)

V. N. Vasilev

2014-01-01

Full Text Available The issue of transition for higher education institutions of Russia from traditional distance learning to mass electronic education on the basis of the online open courses is considered, its relevance is proved. Analysis of the major prerequisites for transition success is carried out (a demand for the educational Internet resources from mobile devices; existence of a large number of various electronic resources which are successfully used in practice by higher education institutions in remote educational technologies; maintaining experience for electronic magazines of students’ progress for planning and estimation of training results; essential growth of material costs in the world online training market. Key issues of transition are defined and the basic principles of electronic online courses development are formulated. A technique for electronic online course development aimed at the result is given. The technique contains the following four stages: planning of expected training results, course electronic content structuring and training scenarios creation, development of the tests plan and electronic estimated means for automatic control of the planned training results; course realization by means of game mechanics and technologies of network communication between students. Requirements to various forms of control planned in the course of learning results are defined. Two kinds of electronic online courses are assigned (knowledge-intensive and technological courses. Examples of their realization in the authors’ online courses "Wave Optics", "Theory of Graphs ", "Development of Web Interfaces on the Basis of HTML and CSS" created and practically used in NRU ITMO in 2013 are given. Finally, the actual tasks of mass open education development in the leading higher education institutions of Russia are set forth.

Comparing On-Line to In-Person Course Delivery: An Empirical Study

OpenAIRE

Jammie Price; Leslie Hossfeld

2007-01-01

Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators ...

Exploring technological and architectural solutions for nursing home residents, care professionals and technical staff: Focus groups with professional stakeholders.

OpenAIRE

Dooremalen, A.M.C.; van Hoof, J.; Weffers, H.T.G.; Wetzels, M.H.; Wouters, E.J.M.

2014-01-01

J. van Hoof, A.M.C. Dooremalen, M.H. Wetzels, H.T.G. Weffers, E.J.M. Wouters (2014) Exploring technological and architectural solutions for nursing home residents, care professionals and technical staff: Focus groups with professional stakeholders. International Journal for Innovative Research in Science & Technology 1(3): 90-105

High intensity focused ultrasound treatment of small renal masses: Clinical effectiveness and technological advances

Science.gov (United States)

Nabi, G.; Goodman, C.; Melzer, A.

2010-01-01

The review summarises the technological advances in the application of high-intensity focused ultrasound for small renal masses presumed to be cancer including the systematic review of its clinical application. Current progress in the area of magnetic resonance image guided ultrasound ablation is also appraised. Specifically, organ tracking and real time monitoring of temperature changes during the treatment are discussed. Finally, areas of future research interest are outlined. PMID:21116349

High intensity focused ultrasound treatment of small renal masses: Clinical effectiveness and technological advances

OpenAIRE

Nabi, G.; Goodman, C.; Melzer, A.

2010-01-01

The review summarises the technological advances in the application of high-intensity focused ultrasound for small renal masses presumed to be cancer including the systematic review of its clinical application. Current progress in the area of magnetic resonance image guided ultrasound ablation is also appraised. Specifically, organ tracking and real time monitoring of temperature changes during the treatment are discussed. Finally, areas of future research interest are outlined.

Statistics for mathematicians a rigorous first course

CERN Document Server

Panaretos, Victor M

2016-01-01

This textbook provides a coherent introduction to the main concepts and methods of one-parameter statistical inference. Intended for students of Mathematics taking their first course in Statistics, the focus is on Statistics for Mathematicians rather than on Mathematical Statistics. The goal is not to focus on the mathematical/theoretical aspects of the subject, but rather to provide an introduction to the subject tailored to the mindset and tastes of Mathematics students, who are sometimes turned off by the informal nature of Statistics courses. This book can be used as the basis for an elementary semester-long first course on Statistics with a firm sense of direction that does not sacrifice rigor. The deeper goal of the text is to attract the attention of promising Mathematics students.

THE IMPORTANCE OF INFORMATION IN SUPERIOR GRADUATING INSTITUTES WEBSITES, IN THE MATRIX CURRICULUM AND PROFESSIONAL PROFILE OF SYSTEMS ANALYSIS AND DEVELOPMENT COURSES

Directory of Open Access Journals (Sweden)

José Carlos Mariano do Carmo

2018-04-01

Full Text Available Introduction: the existing information in the technological graduation course official web pages need to be clear and objective, in order to ease up the access to programmatic contents, workload, integration and other necessary knowledge so that the students have discernment in their formation choice. Objective: to analyze the curriculum matrix and professional profile in the superior courses in Systems Analysis and Development in the Metropolitan Region of Florianópolis - Santa Catarina, considering the microregion of Grande Florianópolis, composed by nine counties: Florianópolis, São José, Palhoça, Biguaçu, Santo Amaro da Imperatriz, Governador Celso Ramos, Antônio Carlos, Águas Mornas and São Pedro de Alcântara. Methodology: we have performed a qualitative research on the pointed issue, relating it to the current legislation and some of the proposed theories. The research documentally based as it focused on the topics mentioned by the Superior Graduation Institutions in their virtual course environment. It was also used semistructured interviews by phone contact and even visiting when necessary, including searches in the Education Ministry web site to base the study, the curriculum matrix comparison and the course professional profile. Results: results show that the analyzed courses are focused in the job market demands in the studied region, regarding the desktop, web and mobile development solutions using programming languages. The formation professional profile also involves knowledge about logical reasoning, abstract math and learning of a second language. Conclusions: to show to interested students in joining the Systems Analysis and Development course, about the importance of the disciplines approached, utilized technologies, professional profiles and the main educational characteristics offered by the institutions. It is thus intended to contribute that these information are used for the purpose of qualification for the job

Using Technology to Evaluate a Web-Based Clinical Social Work Research Course

Directory of Open Access Journals (Sweden)

Zvi Gellis

2004-05-01

Full Text Available This article reports on a clinical research methods course taught online to a total of 90 off-campus MSW students in the fall of 1999, 2000, and 2001. The course was taught in a mid-size public university in a CSWE-accredited School of Social Work. The purpose of the course was to teach single subject design research skills for the evaluation of clinical social work practice. The student experience of the online course was assessed using qualitative interviews that add a deeper, textured understanding of the various facets of online instruction from the learner's perspective. Important dimensions for social work instruction in online courseware were delineated. A collaborative learning and teaching framework is presented for those social work educators interested in implementing web-based courses.

Science Academies' 93rd Refresher Course in Experimental Physics

Indian Academy of Sciences (India)

A Refresher Course in Experimental Physics will be held at the Department of Physics, Indian. Institute of Technology Patna, Bihta, India from November 07–22, 2017 for the benefit of faculty involved in teaching undergraduate and postgraduate courses. Participants in this course will gain hands-on experience with about ...

Science Academies' 93rd Refresher Course in Experimental Physics

Indian Academy of Sciences (India)

2017-09-30

Sep 30, 2017 ... A Refresher Course in Experimental Physics will be held at the Department of Physics, Indian. Institute of Technology Patna, Bihta, India from November 07–22, 2017 for the benefit of faculty involved in teaching undergraduate and postgraduate courses. Participants in this course will gain hands-on ...

"Harnessing genomics to improve health in Africa" – an executive course to support genomics policy

Directory of Open Access Journals (Sweden)

Singer Peter A

2005-01-01

New Plan for African Development (NEPAD as entry point onto political agenda; commission an African capacity survey in genomics-related R&D to determine areas of strength; undertake a detailed study of R&D models with demonstrated success in the developing world, i.e. China, India, Cuba, Brazil; establish seven regional research centres of excellence; and, create sustainable financing mechanisms. A concrete outcome of this intensive five-day course was the establishment of the African Genome Policy Forum, a multi-stakeholder forum to foster further discussion on policy. Conclusion With African leaders engaged in the New Partnership for Africa's Development, science and technology is well poised to play a valuable role in Africa's renewal, by contributing to economic development and to improved health. Africa's first course on Genomics and Public Health Policy aspired to contribute to the effort to bring this issue to the forefront of the policy debate, focusing on genomics through the lens of public health. The process that has led to this course has served as a model for three subsequent courses (in India, Venezuela and Oman, and the establishment of similar regional networks on genomics and policy, which could form the basis for inter-regional dialogue in the future.

Qualitative to Quantitative and Spectrum to Report: An Instrument-Focused Research Methods Course for First-Year Students

Science.gov (United States)

Thomas, Alyssa C.; Boucher, Michelle A.; Pulliam, Curtis R.

2015-01-01

Our Introduction to Research Methods course is a first-year majors course built around the idea of helping students learn to work like chemists, write like chemists, and think like chemists. We have developed this course as a hybrid hands-on/ lecture experience built around instrumentation use and report preparation. We take the product from one…

Fundamentals of Solar Heating. Correspondence Course.

Science.gov (United States)

Sheet Metal and Air Conditioning Contractors National Association, Vienna, VA.

This course is designed for the use of employees of the air conditioning industry, and offers supervised correspondence instruction about solar technology. The following aspects of applied solar technology are covered: solar heating and cooling, solar radiation, solar collectors, heat storage control devices and specialty items, sizing solar…

Course of sea-level change

Science.gov (United States)

Carlowicz, Michael

This summer, the Environment and Climate Program of the European Union will offer an advanced study course on “sea-level changes on micro to macro timescales: measurements, modeling, interpretation, and application.” The short course will be taught from July 1-12 at the Aesclepon Conference Center on the island of Kos, Greece.The interdisciplinary course is designed to bring together at least 40 students from different disciplines in an attempt to share and disseminate fundamental ideas about sea level change, focusing particularly on changes influenced by anthropogenic factors. Participants will be selected by a scientific panel; the European Union will conduct the course free of charge and will provide free lodging. Students must pay for their own travel expenses and food.

Managing International Consulting Projects and International Business Courses Using Virtual Teams

Science.gov (United States)

Prachyl, Cheryl; Quintanilla, Hector; Gutiérrez, Luis Antonio

2011-01-01

The Instituto Tecnologico y de Estudios Superiores de Monterrey and Texas Wesleyan University used technology based courses to enhance internationalization of their curricula. These courses required students to use computer technology as the distance communication medium and to complete an applied international consulting project as part of each…

Virtual pilot course in radiological protection

International Nuclear Information System (INIS)

Gonzalez Romero, Angela Maria; Plazas, Maria Cristina

2008-01-01

Full text: The radiological protection performs vital importance in the fields medically, industrially and environmental. The X-rays and the radioactive materials used in medicine have allowed to realize important progresses and to develop new technologies skills for the diagnosis, the therapy and the prevention of diseases. Having in it counts tells the risks associated with the ionizing radiations, it is required legally that the personnel that intervenes in the different procedures has the necessary knowledge of radiological protection to assure that the use of radiations in the medical practice should carry out of ideal form, at the right moment and adopting all the necessary measures to guarantee the best protection, so much of the occupationally exposed personnel, since as, like of the patients and the public in general. The virtual environments for the construction of the knowledge like it is the virtual university, allows presenting an effective alternative in the learning of different areas and in this particular case of the radiological protection. With the aim lens to give response to these needs there is implemented this pilot virtual course year based on the current course of radiological protection that is dictated in the Mastery in Medical Physics of the National University of Colombia, sedate Bogota. The purpose of this virtual course is to use as academic and bibliographical support on radiological protection, as well as to answer to the needs of initial formation that the professionals have, to acquire a solid base in the mentioned matter. It has been conceived so that it provides theoretical formation, so much scientific as technology and that contemplates the recommendations and international and national procedure on radiological protection and some applications. Given the incorporation of the technologies of information and communication that in the academic area it has brought with it not only to give support to the curricular activities but

Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

Science.gov (United States)

Baldauf, J.; Denton, J.

2003-12-01

In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history

4 Massive Open Online Courses and How They Work

Science.gov (United States)

Gose, Ben

2012-01-01

Massive open online courses (MOOC's) are the latest development in online education. Over the past decade, millions of students have taken free online versions of existing courses at well-known universities like the Massachusetts Institute of Technology, but such courses often offered little more than reading lists and lecture notes. MOOC's are…

Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

Science.gov (United States)

Anand, Vera B.

1985-01-01

Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

Developing an evidence-based public health informatics course.

Science.gov (United States)

Yu, Xinyu; Xie, Yue; Pan, Xuequn; Mayfield-Johnson, Susan; Whipple, Jessica; Azadbakht, Elena

2015-10-01

This study assessed the need to develop a public health informatics (PHI) introductory course and determine contents of such a course. Community assessments employing focus group interviews and an online survey were utilized to determine course need and content. Results revealed a need to provide PHI training to graduate public health students and suggested broad course content requirements. Results indicated lack of awareness of libraries and librarians as sources of public health information. A graduate PHI course was developed and delivered. Additionally, implementation of a subject guide increased the library's profile.

Material focus

DEFF Research Database (Denmark)

Sokoler, Tomas; Vallgårda, Anna K. A.

2009-01-01

In this paper we build on the notion of computational composites, which hold a material perspective on computational technology. We argue that a focus on the material aspects of the technology could be a fruitful approach to achieve new expressions and to gain a new view on the technology's role...... in design. We study two of the computer's material properties: computed causality and connectability and through developing two computational composites that utilize these properties we begin to explore their potential expressions....

Solar engineering - a condensed course

Energy Technology Data Exchange (ETDEWEB)

Broman, Lars

2011-11-15

The document represents the material covered in a condensed two-week course focusing on the most important thermal and PV solar energy engineering topics, while also providing some theoretical background.

Impact of technology on the content and nature of teaching and learning.

Science.gov (United States)

Edwards, Patricia A

2005-01-01

Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.

Recoding of Information as a Component of Cognitive Training Technologies in the Course "Engineering Graphics"

Directory of Open Access Journals (Sweden)

I. N. Lunina

2015-01-01

Full Text Available The efficiency to understand scientific and technical information is a relevant problem for a modern type of students. It is particularly acute for the freshmen learning the course of engineering graphics, which is one of the basic disciplines in engineering education.This problem, generally, arises from the information blow-up and cognitive students’ deficiency. The students need to perceive, understand, take in, and apply a huge amount of information to acquire obligatory professional competencies. The cognitive deficiency is because of the poor school knowledge in geometry and graphics, underdeveloped spatial and logical thinking, lack of skills to work with educational and reference books, clip thinking.The modern engineering graphics teaches a technology for the visual presentation of information, graphical illustration, and interpretation of scientific and technical texts. The text is considered to be a completed piece of information that is described in any way – verbal, graphical, symbolic. Graphical language is a professionally oriented language of engineers.One of the components of cognitive learning technologies aimed at understanding the meaning of the studied texts is the development the skills for recoding some information, because a criterion of understanding the meaning of the text is the independent student’s ability to represent the verbal texts in the form of drawings, blueprints, charts, diagrams, tables, formulae, and numeric entries.The article explores some examples of transcoding texts used in the course of engineering graphics (in lectures, seminars, homework, tests. It is emphasized that integrated presentation (verbal + graphical + symbolic that creates the cohesion of the verbal and figurative components of thinking allows students to gain the most thorough understanding the meaning of educational information. This enables students to minimize their cognitive deficiency, elevate scientific mind, and promote

Using distance technology to learn across borders: a virtual travel course in nursing.

Science.gov (United States)

Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

2011-08-01

A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.

Radiation protection technology. Specific course for authorized radiation protection representatives according the qualification guidelines technology for the radiation protection regulations (StrlSchV) and X-ray regulation (RoeV). 2. rev. ed.

International Nuclear Information System (INIS)

Rahn, Hans-Joachim

2012-01-01

The specific course for authorized radiation protection representatives according the qualification guidelines technology for the radiation protection regulations (StrlSchV) and X-ray regulation (RoeV). Covers the following issues: radiation protection - generally; licenses and notifications; scientific fundamentals; dosimetry, surveillance, control, documentation; technical radiation protection; radiation protection calculations.

Evaluating Student Perceptions of Course Delivery Platforms

Science.gov (United States)

Bramorski, Tom; Madan, Manu S.

2016-01-01

In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The…

Assessment of Outcome-Focused Library Instruction in Psychology.

Science.gov (United States)

Daugherty, Timothy K.; Carter, Elizabeth W.

1997-01-01

A sample of 49 non-psychology majors taking a course integrating library research skills with social science research showed increases in skill level, efficiency, and positive attitudes toward the library after a semester of outcome-focused instruction. The results suggest that co-development between course and library faculty can be an effective…

Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

Science.gov (United States)

McCarthy, Brian D.; Dempsey, Jillian L.

2017-01-01

A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…

Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

Science.gov (United States)

Shipman, Cheri Deann

2017-01-01

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

A Comparative Study on Java Technologies for Focus and Cursor Handling in Accessible Dynamic Interactions.

Science.gov (United States)

Jitngernmadan, Prajaks; Miesenberger, Klaus

2015-01-01

For an interactive application, supporting and guiding the user in fulfilling tasks is most important. The behavior of the application that will guide users through the procedures until they finish the task has to be designed intuitively and well guiding, especially if the users has only restricted or no access to the visual and spatial arrangement on the screen. Therefore, the focus/cursor management plays an important role for orientation and navigating through the interaction. In the frame of ongoing research on a software tool supporting blind people in more efficiently doing mathematical calculations, we researched how Java technologies support implementing an accessible Graphical User Interface (GUI) with an additional focus on usable accessibility in terms of guiding blind users through the process of solving mathematical calculations. We used Java Swing [1] and Eclipse SWT [2] APIs for creating a series of prototypes. We tested a) accessibility and usability of the prototypes for blind people when using screen reader software and refreshable Braille display and b) the implementation support to developers provided by both technologies. It turned out that Eclipse SWT API delivered best results under Windows operating system.

Does Technology Acceptance Affect E-Learning in a Non-Technology-Intensive Course?

Science.gov (United States)

Buche, Mari W.; Davis, Larry R.; Vician, Chelley

2012-01-01

Prior research suggests that individuals' technology acceptance levels may affect their work and learning performance outcomes when activities are conducted through information technology usage. Most previous research investigating the relationship between individual attitudes towards technology and learning has been conducted in…

The Necessity and Applicability Levels of the Courses that are Offered in the Departments of Computer Education and Instructional Technologies (CEIT)

Science.gov (United States)

Acat, M. Bahaddin; Kilic, Abdurrahman; Girmen, Pinar; Anagun, Senegul S.

2007-01-01

The main purpose of this study is to identify the levels of the necessity and applicability of the courses offered in the Departments of Computer Education and Instructional Technologies based on the views of the fourth grade and graduated students. In the study descriptive research model was used. The population of the study were final-year and…

The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

Science.gov (United States)

Waight, Noemi; Abd-El-Khalick, Fouad

2007-01-01

This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

Science.gov (United States)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

FREE SOFTWARE IN EDUCATION: AN EXPERIENCE IN A TEACHERS’ TRAINING COURSES

Directory of Open Access Journals (Sweden)

Daniele da Rocha Schneider

2016-12-01

Full Text Available This paper approaches the use of free operational systems and softwares in a teachers’ training course. We problematize the need of developing digital and technological fluency (contemporary skills, fundamental concepts and intelectual capacities of future teachers considering the pedagogical application of the main educational applicatives. A conceptual and theoretical review was perfomed, followed by an analysis of the “Free software in Education” course proposal, which is oferred in undergraduate teaching degrees at the Federal University of Rio Grande do Sul. The result evidences the course as a differentiated training, that allows the development of digital and technological fluency in free technologies, boosting the use of different softwares for the development of inovative pedagogical practices.

Automative Technology Objectives [and] Automotive Technology: Basic Textbooks and Instructional Materials. Career Education.

Science.gov (United States)

Dependents Schools (DOD), Washington, DC.

This manual provides program objectives for instructors teaching automotive technology courses in junior and senior high Department of Defense Dependents Schools. The manual begins with a description of the automotive technology courses offered in the Dependents Schools, and a list of instructor expectations. Following is the main part of the…

Technical Training: EMAG-2005 - Electromagnetic Design and Mathematical Optimization Methods in Magnet Technology

CERN Multimedia

Monique Duval

2005-01-01

CERN Technical Training 2005: Learning for the LHC! CERN Technical Training, in collaboration with the AT-MEL-EM section, is organising a new course series in the framework of the 2005 CERN Technical Training programme: EMAG-2005 - Electromagnetic Design and Mathematical Optimization Methods in Magnet Technology, composed of three-hour lectures in the morning and topical seminars in the afternoon. The EMAG-2005 course series will run at CERN from Monday April 4 until Thursday April 14 (no lectures on Friday 8). The course series, in English, will focus on the foundations of electromagnetism and the design of accelerator magnets, both normal conducting and superconducting, employing analytical and numerical field computations. Examples of the LHC magnet design using the CERN field computation program ROXIE will be presented. However, EMAG-2005 is not a ROXIE user course: it is rather a course for users or potential users of numerical field computation software, and for magnet designers. The course will be o...

Turning Technology into Business Using University Patents

NARCIS (Netherlands)

Hartmann, L.

2014-01-01

We present an education paradigm that stimulates innovation and entrepreneurship through a master's-level university course: "Turning Technology into Business". The course was specifically designed to connect technological research with education using patented technologies developed at the research

An Arrangement of the Items Influencing Assessment of the Electrotechnical Technology Course / PROEJA, campuses Campos Centro and Itaperuna: The Learners’ View

Directory of Open Access Journals (Sweden)

Jorge Luíz Clemente Gomes

2016-04-01

Full Text Available This work aims to organize pre-defined items that affect the students’ answers when assessing the Electrotechnical Technology Course / PROEJA. The research was carried out from October / 2011 to December / 2012 with questionnaires applied with 1st to 6th period students. At campus Campos Centro, “Technical Visits” and “Internship” presented high levels of importance and low satisfaction, while “Personal Realization” and “Professional Achievement” presented high levels of relevance and satisfaction. At campus Itaperuna, “Job opportunities” and “Professional Achievement” presented high levels of relevance and satisfaction. Items “Faculty” and “New Technologies”, presented high importance but low satisfaction. The research aims at improving the quality of the course.

Development of a Bi-Disciplinary Course in Forensic Science

Directory of Open Access Journals (Sweden)

Stacey L. Raimondi

2013-08-01

Full Text Available Forensic science programs and courses have traditionally been housed within chemistry departments at the college/university level, largely because the pioneers of the field were chemists who applied technology that was more chemical than biological in nature. However, with the development of such areas of study as DNA analysis, anatomical studies, and forensic entomology, it is becoming more and more important for forensic science students to have a strong biological background as well as a chemical background. Furthermore, while biology students are typically required to have extensive chemistry training as part of their major, the converse is not true for chemistry students. Therefore, it is possible that a student interested in forensic science could complete a major in chemistry and never have taken a biology class, leaving them woefully under-prepared for any type of masters program or career in forensic science immediately following graduation. Indeed, an examination of available positions in forensic science shows a large number of positions for DNA analysts for which the typical chemistry student would not be prepared without extensive biology training (http://www.aafs.org. Furthermore, positions for medical examiners or pathologists require extensive training in biology in addition to the continued medical training and residency programs. Therefore, it seems imperative that introductory forensic science courses adapt to these needs and be taught with a more bi-disciplinary approach in order to educate students on the whole field rather than one aspect. To that end, a new bi-disciplinary Forensic Science course was developed at Elmhurst College. This course was team-taught by a biology and a chemistry professor so that students would obtain a thorough understanding of the field and techniques used by both biologists and chemists. A description of this new version of a forensic science course follows, focusing on the addition of biology

Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

THE USE OF MULTIMEDIA TECHNOLOGY IN THE INSTRUCTIONAL DELIVERY OF THE COURSE „GARMENT CONSTRUCTION”

Directory of Open Access Journals (Sweden)

ALCAZ Olga

2015-05-01

Full Text Available Against the backdrop of the rapid change and growth of information and communication technology (ICT, the use of computer technology in education has become an essential requisite. With the Millennial generation, who has been surrounded by high volume of multimedia content, the concept of computer-assisted learning is intrinsic. Computer is simultaneously perceived as a toy, tool, and a source of information, which has ingrained in people’s habits of communication, education and research. The concept of the computer-assisted learning refers to the delivery of new knowledge; the use, consolidation, and synthesis of the newly acquired knowledge. As suggested, computer technology is „the most important innovation in the modern pedagogy” for its impact on the efficiency of education. The pupil-computer interaction enables the diversification of teaching strategies and opens up a whole wealth of structured information with many opportunities for its visualisation. However, it is not the computer in itself with its multimedia configurations that lead to the educational enhancement; but, the quality of the digital learning resources and their appropriate incorporation in classroom aligned to the innovative pedagogy that counts the most. The modernization of pedagogy involves, thus, the presence of hardware (computer, software (programs and the capacity to use, adapt, and harness the ICT in the instructional environment. This paper presents the experience of the use of computer technology in one of the courses offered by vocational schools that aims to develop both general and professional competencies, as well as the capacity to work with diverse types of multimedia contents.

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

Science.gov (United States)

Crossgrove, Kirsten; Curran, Kristen L

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

The modern water-saving agricultural technology: Progress and focus

African Journals Online (AJOL)

GREGORY

2010-09-13

Sep 13, 2010 ... fastest 100-year in human history, in which the world population has .... achieving modern water-saving high-yield and quality type from .... Information technology, intelligent technology and 3S technology ... perfor-mance and longer service life. .... using artificial neural network technology and data commu-.

Renewable Energy: An Interdisciplinary Problem Solving Course

Directory of Open Access Journals (Sweden)

Alan H Mcgowan

2013-02-01

Full Text Available This paper describes a new intermediate course given in the Environmental Studies Program at The New School. It incorporates research activities by the class as a whole, in the process of which the class learns a great deal about the science and technology of non-fossil fuels, their promises and difficulties. Since ameliorating human influenced global climate change, educating and training students in the skills necessary to accomplish the necessary transition is essential. The course embodies a class project on which everyone works, entitled "Fueling America," whose purpose is to determine what technologies deployed in what manner and in what quantities can eliminate the use of fossil fuels in the United States by a date certain. Knowing that it was impossible, we nevertheless chose an early date, 2030, so that it seemed reachable for the students. The project resulted in a technical paper, which included an economic analysis. In addition to alternative energy technologies, the technologies of energy efficiencies were also included.

IELTS Preparation Courses in China : the Reading Comprehension Task

OpenAIRE

Zhou, Ying

2011-01-01

More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview...

Course Content for a Telecommunication Course in an End-User Computing Support Program.

Science.gov (United States)

Crews, Tena B.; Ray, Charles M.

1998-01-01

A modified Delphi panel of telecommunications educators developed a list of specific content topics for a business telecommunications course. Major content areas were recommended: local and wide area networks, media, hardware, e-mail, emerging technologies, network topologies, data signals, conceptual foundations, and social and ethical issues.…

Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

Science.gov (United States)

Robelia, Beth; McNeill, Kristopher; Wammer, Kristine; Lawrenz, Frances

2010-01-01

This study explores how adding environmental perspectives to a developmental chemistry course affected student learning of both general chemistry and environmental chemistry concepts. In addition to measuring learning changes, changes in students' environmental attitudes and behaviors were also measured. A pretest-posttest design measured…

Hazardous materials on golf courses: Experience and knowledge of golf course superintendents and grounds maintenance workers from seven states

Science.gov (United States)

Arcury-Quandt, Alice E.; Gentry, Amanda L.; Marín, Antonio J.

2011-01-01

Background The golf course industry has a growing Latino work force. Little occupational health research has addressed this work force. This paper examines golf course superintendents’ and Latino grounds maintenance workers’ pesticide knowledge, beliefs, and safety training. In particular, it focuses on knowledge of and adherence to OSHA Right-to-Know regulations. Methods In person, in-depth interviews were conducted with ten golf course superintendents in five states and with sixteen Latino grounds maintenance workers in four states. Results Few superintendents were in compliance with Right-to-Know regulations or did pesticide safety training with all of their workers. Few workers had any pesticide safety knowledge. Most safety training on golf courses was rudimentary and focused on machine safety, and was usually conducted in the off-season or on rainy days, not before workers were assigned tasks. Conclusions More Right-to-Know training is necessary for superintendents and grounds maintenance workers. Culturally and linguistically appropriate Spanish language materials need to be developed or made more widely available to train workers. Better enforcement of safety and training regulations is necessary. PMID:21360723

Structuration of the life course: Some neglected aspects

NARCIS (Netherlands)

G.O. Hagestad (Gunhild); P.A. Dykstra (Pearl)

2015-01-01

textabstractNorth American life course research has typically focused on micro/meso level contexts, and how these shape men’s and women’s lives. There has been less attention to societal laws and policies in analyses of gendered life courses. In contrast, Europeans have typically neglected gender

Trauma-focused cognitive-behavioral therapy for posttraumatic stress disorder

Directory of Open Access Journals (Sweden)

Julia Müller

2017-04-01

Full Text Available Posttraumatic Stress Disorder (PTSD is a widespread condition, that affects near 20% of individuals, exposed to traumatic event. Moreover, recent studies suggest, that it has a tendency for chronic course and is associated with increased risk of cardiovascular events. According to clinical guidelines as first line therapy for PTSD trauma-focused cognitive-behavioral therapy or eye movement desensitization and reprocessing therapy must be used. In this educational course are presented highlights of 2-day trauma-focused cognitive therapy training, including PTSD symptoms, overall CBT methods overview, theoretical and practical implications.

Effect of Computer Animation Technique on Students' Comprehension of the "Solar System and Beyond" Unit in the Science and Technology Course

Science.gov (United States)

Aksoy, Gokhan

2013-01-01

The purpose of this study is to determine the effect of computer animation technique on academic achievement of students in the "Solar System and Beyond" unit lecture as part of the Science and Technology course of the seventh grade in primary education. The sample of the study consists of 60 students attending to the 7th grade of primary school…

Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed to Enhance, Encourage, and Empower Student Learning

Science.gov (United States)

Hollowell, Gail P.; Osler, James E.; Hester, April L.

2015-01-01

This paper provides an applied research rational for a longitudinal investigation that involved teaching a "Technology Engineered Science Education Course" via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education…

Education and Outreach on Space Sciences and Technologies in Taiwan

Science.gov (United States)

Tiger Liu, Jann-Yeng; Chen, hao-Yen; Lee, I.-Te

2014-05-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Regarding the space technologies, we focus on remote sensing of Earth's surface by FORMOSAT-2 and occultation sounding by FORMOSAT-3/COSMIC of Taiwan space mission. Moreover, scientific camps are given to lead students a better understanding and interesting on space sciences/ technologies. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

Teaching problem‐solving in physics: a course in electromagnetism

NARCIS (Netherlands)

van Weeren, J.H.P.; de Mul, F.F.M.; Peters, M.J.; Kramers-Pals, Hennie; Roossink, H.J.

1982-01-01

In order to improve the teaching and learning situation in the course Electromagnetism for first‐year students at the Twente University of Technology, this course has been reconstructed. The main activity in the reconstruction has been directed towards developing means and instructional procedures

Teaching Image-Processing Concepts in Junior High School: Boys' and Girls' Achievements and Attitudes towards Technology

Science.gov (United States)

Barak, Moshe; Asad, Khaled

2012-01-01

Background: This research focused on the development, implementation and evaluation of a course on image-processing principles aimed at middle-school students. Purpose: The overarching purpose of the study was that of integrating the learning of subjects in science, technology, engineering and mathematics (STEM), and linking the learning of these…

Materials Science and Technology Teachers Handbook

Energy Technology Data Exchange (ETDEWEB)

Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary; Pitman, Stan G.; Eschbach, Eugene A.

2008-09-04

The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry, physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.

The inquisitive inspector: Reflections on the nuclear fuel cycle and proliferation pathways training course

International Nuclear Information System (INIS)

Burrows, B.; Howsley, R.; Andrew, G.; Fortakov, V.; Nilsson, A.

1999-01-01

Amongst the many lessons to be learnt from the Iraqi experience is the intrinsic value of utilising individuals who are well informed in fuel cycle technologies and who possess keen powers of observation. The safeguards strengthening measures of increased access and increased information now set the scene for IAEA inspectors to wear two hats; the traditional role of inspecting declared nuclear materials and the more inquisitive role of probing for and recognising indicators of undeclared activities. The key to unlocking any enquiring potential is the provision of training to increase the awareness of fuel cycle indicators especially those which lie on the more sensitive pathways that a proliferator may follow. In 1994, the IAEA formulated a task for such training, which was subsequently sponsored by the Department of Trade and Industry (DTI) under the United Kingdom Safeguards R and D Support Programme to the IAEA. Experts from the UK have worked closely with the IAEA to develop an intensive one week course entitled 'The Nuclear Fuel Cycle and Proliferation Pathways'. Following trial running, the course went into 'active operation' in 1996 and has been universally well received by the course participants. This paper describes the course development, the objectives, the syllabus, the use of audio-visual material and the evaluation of the effectiveness of the course. The training is very intensive and challenging; as a new course its content is still evolving and being adjusted in the light of feedback from participants. From the outset it was necessary to recognise the balance between increasing observation and being educational on critical technologies. The course therefore, is strongly focused on the indicators of 'what' activities rather than the 'how' of a particular proliferation pathway. The course is in line with and in support of what was the IAEA Programme '93+2' Task 5 for increased information analysis. As to the impact the course has on its participants

Interdisciplinary Introductory Course in Bioinformatics

Science.gov (United States)

Kortsarts, Yana; Morris, Robert W.; Utell, Janine M.

2010-01-01

Bioinformatics is a relatively new interdisciplinary field that integrates computer science, mathematics, biology, and information technology to manage, analyze, and understand biological, biochemical and biophysical information. We present our experience in teaching an interdisciplinary course, Introduction to Bioinformatics, which was developed…

[Development of a French-language online health policy course: an international collaboration].

Science.gov (United States)

Hébert, Réjean; Coppieters, Yves; Pradier, Christian; Williams-Jones, Bryn; Brahimi, Cora; Farley, Céline

2017-01-01

To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach. Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved. The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations. The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.

Development and Construction of the Multimedia Web-Based Courses Based on ASP

Science.gov (United States)

Wang, Yu; Liu, Jianbo

2011-01-01

With the quick development of internet and computer technology, more and more information acquirers begin to more depend on the network, and for the transmission route of knowledge, the advantageous state of web-based courses becomes more and more obvious. The support of modern education technology for the web-based courses would gradually replace…

Focus group report - part II

International Nuclear Information System (INIS)

1997-12-01

The Waste Policy Institute, through a cooperative agreement with the U.S. Department of Energy (DOE) Office of Science and Technology (OST) conducted a focus group with members of the Hanford Advisory Board (HAB), interviews with tribal government representatives, and a survey of Oak Ridge Local Oversight Committee (LOC) and Site Specific Advisory Board (SSAB) members. The purpose was to understand what members of the interested and involved public want to know about technology development and ways to get that information to them. These data collection activities were used as a follow-up to two previously held focus groups with the general public near Idaho National Engineering and Environmental Laboratory (INEEL) and the Savannah River Site (SRS). Most participants from the first two focus groups said they did not have time and/or were not interested in participating in technology decision-making. They said they would prefer to defer to members of their communities who are interested and want to be involved in technology decision-making

A Course on Applied Superconductivity Shared by Four Departments

DEFF Research Database (Denmark)

Jensen, Bogi Bech; Abrahamsen, Asger Bech; Sørensen, Mads Peter

2011-01-01

superconductivity the focus was on an application, which could benefit from using superconductors. The application used in this course was superconducting generators for direct drive wind turbines. As part of the course the students built a small-scale superconducting machine and set up finite element models...... of that machine as well as large-scale wind turbine generators with superconductors and also permanent magnet generators. The course was assessed by a student conference contribution and reports from the students. The quality of the course was evaluated by interviewing the students after the course had finished....... The students were very pleased with the course and gave suggestions of how the course could be improved further....

Moving forward: Revisiting the Spanish for High Beginners course

Directory of Open Access Journals (Sweden)

Flavia Belpoliti

2015-08-01

Full Text Available This paper presents a case study on the redesign of a Spanish for High Beginners (SHB course at a large metropolitan university in Texas, USA. The first section presents a discussion on the diverse nature of students who can benefit from an intensive first-year Spanish course and the challenges that these learners’ mixed abilities pose for instruction. The second section describes the redesign process of the SHB course, including placement procedures, the Spanish Language Program sequence, and changes in the syllabus to integrate communicative and transcultural competences by implementing a combination of focused instruction, collaborative learning and task-based approaches. The last section introduces a short presentation of four activities implemented in the redesigned course, which provide paths for future development of advanced beginners’ integrative tasks. The final section focuses on the results of an exit survey measuring students’ perceptions of the course. The successful implementation of changes and its outcomes demonstrate that this course could be a relevant solution for Spanish programs at tertiary institutions with diverse populations, helping to solve challenges of placement, articulation, and time-to-graduation effectiveness.

Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

Science.gov (United States)

Barak, Miri

2017-10-01

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.

Promoting Liberal Learning in a Capstone Accounting Course

Science.gov (United States)

Ahlawat, Sunita; Miller, Gerald; Shahid, Abdus

2012-01-01

This paper describes our efforts to integrate liberal learning principles in a capstone course within the overwhelmingly career-focused discipline of accountancy. Our approach was based on the belief that business and liberal learning courses are complementary, rather than competitive, elements of a well-rounded education. The ability to deal with…

New Concepts in Agroecology: A Service-Learning Course

Science.gov (United States)

Jordan, Nicholas R.; Andow, David A.; Mercer, Kristin L.

2005-01-01

We describe our pedagogical approaches and experiences with a novel course in agroecology (one semester, three credit-hours, for graduate students and upper level undergraduates). Our course responds to recent proposals that agroecology expand its disciplinary focus to include human factors as well as ecological factors, thus taking a more…

The Teaching Effectiveness of a Relevant Physics Course

Science.gov (United States)

Hobson, Art

1998-04-01

If America is to achieve the science literacy that is ssential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, critical thinking, ozone depletion, technological risk, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. Students find these topics relevant and fascinating, leading to strong course evaluations and large enrollments by non-scientists even in courses labeled physics. I will describe this course and present some evidence indicating that the course is effective in communicating physics and its interdisciplinary connections. A textbook, Physics: Concepts and Connections (Prentice Hall, 1995, 2nd edition to appear in June 1998), is available.

A Unique Civil Engineering Capstone Design Course

Directory of Open Access Journals (Sweden)

G Padmanabhan

2018-02-01

Full Text Available The North Dakota State University, USA, capstone course was developed as a unique model in response to the effort of the Accreditation Board of Engineering and Technology, USA, to streamline and improve design instruction in the curriculum and has steadily evolved to keep pace with the ever-changing technology and the expectations of the profession and the society we serve. A capstone design course by definition should be a design experience for students in the final year before graduation integrating all major design concepts they have learned up until then in the program. Carefully chosen real world projects with design content in all sub-disciplines of civil engineering are assigned in this team-taught course. Faculty and practicing professionals make presentations on design process; project management; leadership in an engineering environment; and public policy; global perspectives in engineering; and professional career and licensure. Practicing professionals also critique the final student presentations. Students work in teams with number of faculty serving as technical consultants, and a faculty mentor for each team to provide non-technical guidance and direction. The course requires students to demonstrate mastery of the curriculum and to work with others in a team environment. Course assessment includes evaluation of the final design, presentations, written technical reports, project design schedule, a project design journal, and reaction papers.

Media influence on pre-middle school African Americans' perceptions toward science, mathematics, and technology courses and careers

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Waters, Sharon Campbell

2005-07-01

A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.

Time Shifting and Agile Time Boxes in Course Design

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Norberg, Anders; Stöckel, Birgit; Antti, Marta-Lena

2017-01-01

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called "blended learning" although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning…

An On-line Microcomputer Course for Pre-service Teachers.

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Abkemeier, Mary K.

This paper describes "Microcomputer Applications for Educators," a course at Fontbonne College for pre-service teachers which introduces the educational applications of the computer and related technologies. The course introduces students to the Macintosh computer, its operating system, Claris Works 4.0, and various other educational and…

Contributions of information and communication technologies in online Astronomy course: an analysis according to the Theory of Conceptual Fields

Directory of Open Access Journals (Sweden)

Aline Tiara Mota

2017-12-01

Full Text Available This work presents the analysis of the planning and implementation of a distance learning course in Astronomy involving eight high school students of a private school in southern of Minas Gerais. The course took place in a Virtual Learning Environment, with resources such as simulations, videos and texts. The focus of the analysis brought an understanding of how these resources can contribute to improve the repertoire of schemes of the students. The Theory of Conceptual Fields, proposed by Gerard Vergnaud, was used to carry out this study as a reference for travel planning and analysis. The results highlight the alternative of interaction between teacher and student that virtual environments can provide. Regarding the discussed concepts, we emphasize that for the concept of gravity, there are indications that students could increase their schemes repertoire on the relationship between mass and gravitational force.

What it Takes to Successfully Implement Technology for Aging in Place: Focus Groups With Stakeholders.

Science.gov (United States)

Peek, Sebastiaan Theodorus Michaël; Wouters, Eveline J M; Luijkx, Katrien G; Vrijhoef, Hubertus J M

2016-05-03